brook speltz michael bukhman yannick rafalimanana...brook speltz . michael bukhman . areta zhulla ....

Brook Speltz Michael Bukhman Areta Zhulla Molly Carr Yannick Rafalimanana

© The Perlman Music Program/Suncoast, 2014 www.pmpsuncoast.org

Program Dates ........................................................................................................................................................... 1

Special Thanks ............................................................................................................................................................ 2

Program Sponsors ...................................................................................................................................................... 3

Program Contacts ...................................................................................................................................................... 4

The Perlman Music Program/Suncoast ..................................................................................................................... 5

Overview ................................................................................................................................................................. 5

Vision & Mission ..................................................................................................................................................... 6

Toby’s Dream ............................................................................................................................................................. 7

Toby Perlman’s Bio .................................................................................................................................................... 8

Itzhak Perlman’s Bio .................................................................................................................................................. 9

PMP Alumni Bios ...................................................................................................................................................... 11

Michael Bukhman ................................................................................................................................................. 11

Molly Carr ............................................................................................................................................................. 12

Yannick Rafalimanana ........................................................................................................................................... 13

Brook Speltz .......................................................................................................................................................... 14

Areta Zhulla .......................................................................................................................................................... 15

What PMP Alumni Bring to Schools ........................................................................................................................ 16

Connections to Florida State Standards .................................................................................................................. 17

Grades 5-6 ............................................................................................................................................................ 17

Grades 7-8 ............................................................................................................................................................ 19

Grades 9-12 .......................................................................................................................................................... 20

KWL: “Know, Want to Know, Learned” Activity ..................................................................................................... 22

“Reflections” Activity ............................................................................................................................................... 23

Definitions ................................................................................................................................................................ 24

PowerPoint Presentation Notes ................................................................................................................ left pocket

PowerPoint Worksheets & KWL Worksheet ........................................................................................... right pocket


October 21-23

February 2-4

May 11-13

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Fran Lambert, Chair Liz Barzell Leif Olson

Michael Ritter, Vice Chair - Administration Delin Bru Jan Pitchford

Debbie Haspel, Vice Chair - Development Irwin L. Davis Brianne Reck, Ph.D.

Denise Davis-Cotton, Ed.D., Vice Chair - Education Rodger DeRose Jules Rose

Bob Israeloff, Treasurer Linda Driggs David A. White

Edie Chaifetz, Secretary Burton Farbman Rod Williams

Alan Ades Ilana Jones Merrill Wynne

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With additional support from:

Shirley & Bernard Friedland

Muriel Shindler & Dr. Daniel Weiner

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Contact Info

The Perlman Music Program/Suncoast, Inc. • PMP Alumni (2014-2015):

o Michael Bukhman, www.michaelbukhman.como Molly Carr, www.molly-carr.como Yannick Rafalimanana, www.bso.org/t-z/yannick-rafalimanana.aspxo Brook Speltz, www.shuffleconcert.com/artist.php?view=bio&bid=3515o Areta Zhulla, www.aretazhulla.com

• General Info:o Website: www.pmpsuncoast.orgo Office phone: 941-955-4942

Staff & Consultants • Dr. Denise Davis-Cotton, Board Member & Education Outreach Committee Chair

o Assistant Professor, Argosy Universityo [email protected]

• Krystle Harvey, Education Outreach Program Coordinatoro Direct: 941-955-4942o [email protected]

• Kim Miles, Curriculum Consultant - PowerPoint Presentationso Music Specialist, Lakeview Elementary Schoolo [email protected]

• Elizabeth Power, Executive Directoro Direct: 941-587-6216o [email protected]

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http://www.michaelbukhman.com/

http://www.molly-carr.com/

http://www.bso.org/t-z/yannick-rafalimanana.aspx

http://www.shuffleconcert.com/artist.php?view=bio&bid=3515

http://www.aretazhulla.com/

http://www.pmpsuncoast.org/

mailto:[email protected]




The Perlman Music Program/ Suncoast, Inc. (PMP/Suncoast) was established to host The Perlman Music Program for an annual winter residency in Sarasota. Led by internationally acclaimed concert violinist and conductor, Itzhak Perlman, and his wife and founder, Toby Perlman, PMP is a one-of-a-kind professional development program for the most gifted musicians from around the world, ages 12-20+.

• PMP Sarasota Winter Residency (11th Annual: Dec 18, 2014 - Jan 3, 2015)Offered in partnership with USF Sarasota-Manatee, the USFSM campus is home to daily PMP student activities and a special event tent for nearly 20 free events serving 13,000+ audience members.

All ages are welcome and invited to attend daily FREE events including:

o Orchestra Rehearsals – Audience members witness “stop and go” rehearsal techniques under thebaton of Itzhak Perlman in addition to hearing his comments as he wears a microphone throughouteach rehearsal.

o Chorus Rehearsals – Observe rehearsals of the PMP chorus comprised of PMP students, PMP facultymembers, and select community male voices under the direction of Chorus Master Patrick Romano.

o Master Classes – See PMP faculty working one-on-one with individual PMP students. Master classesare public settings most accurately portraying PMP private lesson and closed studio class experiences.

o Works-in-Progress Recitals – Hear individual & small groups of PMP students perform standardrepertoire. Selections vary with each recital and may include movements of concertos, sonatas, andother chamber music; announced from the stage.

Tickets are suggested but not required for FREE events. Free early-admission tickets will be available to the public for pick-up Dec 2-6 from 10am-2pm in the USFSM Rotunda. Tickets can also be purchased online for $5 each; all tickets allow seating 30 minutes prior to event start time. Non-ticketholders are admitted 15 minutes prior to start time. Special seating offered to families with children (first come basis).

The culmination: Celebration Concert at the Sarasota Opera House, on Saturday, Jan 3, 2015. Tickets ($40, $60, $80) are on sale to the public starting September 15th through the Sarasota Opera House Box Office. $10 Teacher/Student Rush tickets offered the day of the event (valid ID, per availability).

• Education Outreach Program (in-school visits: October/February/May)For the past five years, PMP/Suncoast has offered a curriculum-based Education Outreach Program to extend the inspirational impact of the Winter Residency into Sarasota and Manatee County schools, reaching more than 2,000 local students annually. PMP alumni return during October, February, and May to visit approximately 15 schools as teaching artists, performing interactive concerts for 5th and 6th graders and providing hands-on training to middle and high school orchestra classes. Goals include supporting recruitment into string programs and fostering improved playing skills. Thanks to generous PMP/Suncoast contributors, this program is presented to schools at no charge. Additional community-based performances are free and open to the public as part of the Emerging Artists Performance Series.

• Hear & Now Concert Series (Dec 4, 2014 and April 19, 2015) at the Sarasota Opera HousePMP alumni Rachel Lee Priday, violin, and David Kaplan, piano, at 7pm Dec 4th; and The Ariel Quartet at 3pm Apr 19th. $10 Teacher/Student Rush tickets offered the day of the event (valid ID, per availability).

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Vision & Mission

Inspiring the next generation of concert artists, audiences, and educators.

Vision The Perlman Music Program/Suncoast will achieve regional and national recognition and patronage for the Winter Residency Program and all its associated programs and events.

Mission The Perlman Music Program/Suncoast encourages artistic development and camaraderie among young international string musicians via a nurturing non-competitive world-renowned music education program. PMP/Suncoast ensures its continued growth and viability through cultivating regional and national participation and support by offering premier cultural and educational outreach programs, world-class performances, and events in Sarasota and its surrounding communities.

Education Outreach Program The mission of the Education Outreach Program is to bring alumni of The Perlman Music Program as Artists in Residence to perform and teach in local schools in order to educate and inspire future audiences and performers.

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Toby’s Dream

“The Perlman Music Program is devoted to the concept that an educational experience should be adapted

to the needs of the child.” -Toby Perlman

“I believe that students do best in an atmosphere in which they are not afraid to express themselves and are encouraged to be independent thinkers.

My personal experience informs me that no matter what the discipline, when students know they are being heard and not judged, they begin to take risks and try out new ideas.

Each talent is unique and therefore demands a personal approach, and, fortunately, we are able to make this philosophy a reality at The Perlman Music Program. Our student body is small; we can implement this approach to teaching and learning. The outcome is that The Perlman Music Program is able to nurture young people who develop confidence and become interesting, both as players and as people.

Our students come to us from all over the world. They lead complicated lives shouldering both musical and academic responsibilities; great demands are made upon them. They often are pushed to embark on a career path while they are still children, precisely at the time they need the support of an enriching and nurturing environment in order to flourish musically and personally.

At The Perlman Music Program we help to foster the talent and spirit of these extraordinarily gifted very promising young musicians.”

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Toby Perlman – Biography Director, Founder of The Perlman Music Program New York, NY

Toby Perlman has often said that she divides her adult life into two parts: chapter one, the years during which she was the prototype of the old fashioned housewife, identified by others as her children’s mother and her husband’s wife. It was a role she played for many years; complete with carpools and endless cooking – she could never go to the market enough to keep the house stocked for her five children and could never quite be on time to Carnegie Hall.

With her husband Itzhak by her side, Toby weathered their children’s illnesses and adolescent crisis and even battled cancer on multiple occasions. Through all this, she hadn’t had much time to think about what she might do when her children became independent. She had always been interested in child development and education and considered the idea of going back to school. Instead, she turned her focus to making her lifelong dream a reality.

“I was a young student at The Juilliard School, studying violin with Ivan Galamian and Dorothy

DeLay, when I first dreamed about creating a haven for gifted pre-college age string players. I

conceived of a camp for prodigy musicians that would not only give the children the training they

needed to help their musical gifts blossom, but more importantly, that would allow kids to be

kids.”

Out of this dream, The Perlman Music Program was founded and the second chapter in Toby’s life began.

In addition to her work with The Perlman Music Program, Toby has appeared as a guest on various panels in New York City, speaking not only on behalf of The Perlman Music Program but also as a passionate advocate for the arts and education. She has also appeared as a frequent guest speaker for other educational institutions such as Public Television, The University of Michigan, and musical institutions including The Juilliard School and Chamber Music America.

Toby is the wife of reigning virtuoso of the violin, Itzhak Perlman. They have five children and nine grandchildren.

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Itzhak Perlman – Biography Violin, Conductor, Chamber Music Workshop Coach for The Perlman Music Program New York, NY

Undeniably the reigning virtuoso of the violin, Itzhak Perlman enjoys superstar status rarely afforded a classical musician. Beloved for his charm and humanity as well as his talent, he is treasured by audiences throughout the world who respond not only to his remarkable artistry, but also to his irrepressible joy for making music.

Born in Israel in 1945, Mr. Perlman was propelled national recognition with an appearance on the Ed Sullivan Show in 1958. He won the prestigious Leventritt Competition in 1964, which led to a burgeoning worldwide career. Since then, Itzhak Perlman has appeared as violin soloist with every major orchestra and in recitals and festivals around the world.

Mr. Perlman has further delighted audiences through his frequent appearances on the conductor’s podium. He has performed as conductor with the New York Philharmonic, Chicago Symphony, Philadelphia Orchestra, Boston Symphony, National Symphony, San Francisco Symphony, Los Angeles Philharmonic, and the symphony orchestras of St. Louis, Detroit, Dallas, Houston, Pittsburgh, Seattle, Montreal and Toronto, as well as at the Ravinia and Tanglewood festivals. Internationally, Mr. Perlman has conducted the Berlin Philharmonic, Royal Concertgebouw Orchestra, London Philharmonic, English Chamber Orchestra, and the Israel Philharmonic.

The 2013-14 season takes Mr. Perlman to both new and familiar major centers around the world. In Fall 2013, he joins the Cleveland Orchestra as soloist for their opening-night gala, performs Tchaikovsky with the Toronto Symphony under the baton of Peter Oundjian, and embarks on an eight-city recital tour of Asia with pianist and longtime collaborator Rohan De Silva. His conducting appearances include subscription concerts with the Philadelphia Orchestra, Los Angeles Philharmonic, and Baltimore Symphony, and he tours extensively in recital and orchestral concerts in cities across North America. Mr. Perlman continues to celebrate the rich tradition of Jewish music with various performances in support of his Eternal Echoes project. Further to his engagements as violinist and conductor, Mr. Perlman makes multiple speaking appearances this season, including in Orlando at Rollins College, Greensboro at Guilford College and Palm Beach at the Society of the Four Arts.

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In 2003, the John F. Kennedy Center for the Performing Arts granted Mr. Perlman a Kennedy Center Honor celebrating his distinguished achievements and contributions to the cultural and educational life of the United States. He has performed multiple times at the White House, most recently in 2012 for Israeli President and Presidential Medal of Freedom honoree Shimon Peres; and at a State Dinner in 2007 for Her Majesty The Queen and His Royal Highness The Duke of Edinburgh. Mr. Perlman was honored to take part in the Inauguration of President Obama in 2009, premiering a piece written for the occasion by John Williams alongside cellist Yo-Yo Ma, clarinetist Anthony McGill and pianist Gabriela Montero.

He proudly possesses four Emmy Awards and fifteen Grammy awards. He performed at the 2006 Academy Awards and at the Juilliard School Centennial gala, broadcast nationally on Live from Lincoln Center. One of Mr. Perlman’s proudest achievements is his collaboration with film score composer John Williams in Steven Spielberg’s Academy Award winning film Schindler’s List, in which he performed the violin solos.

Mr. Perlman devotes considerable time to education, both in his participation each summer in the Perlman Music Program and his teaching at the Juilliard School, where he holds the Dorothy Richard Starling Foundation Chair. He was awarded an honorary doctorate and a centennial medal on the occasion of Julliard’s 100th commencement ceremony in 2005. President Reagan honored Mr. Perlman with a “Medal of Liberty” in 1986, and in December 2000, President Clinton awarded Mr. Perlman the “National Medal of Arts.” His presence on stage, on camera, and in personal appearances of all kinds speaks eloquently on behalf of the disabled, and his devotion to their cause is an integral part of Mr. Perlman’s life.

http://imgartists.com/artist/itzhak_perlman

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Michael Bukhman – Biography Piano, PMP Alumnus

Pianist Michael Bukhman (BOOK-mann) has concertized across the United States, Israel, Canada, Europe, and Japan, where he recently gave his Tokyo recital debut at Ginza Yamaha Hall. Awards and honors include: medalist in the 2009 Hilton Head International Piano Competition; top-ranked winner of the 2005 Jacob K. Javits Fellowship; first-prize winner at the 2006 Corpus Christi International Competition for Piano and Strings; and laureate of the 2006 Gina Bachauer Competition at the Juilliard School. An avid chamber musician, Michael has performed with some of the greatest artists of our time, including Itzhak Perlman, Dawn Upshaw, Peter Frankl, Donald Weilerstein, Roger Tapping, Anthony Marwood, and others. Festival appearances include Yellow Barn Music Festival, The Perlman Music Program, and the Ojai Music Festival. He served as visiting assistant professor of music at Bard College, where he founded Play/Chat@Bard, a concert series showcasing young musicians in performance with informal conversation. He had previously taught at Vassar College, and served on the faculties of the Young Artist Program at Yellow Barn Music Festival and the Killington Music Festival. In addition to the standard repertoire, Michael is interested in showcasing the music of our time, performing and premiering the solo piano and chamber music of such composers as Jonathan Harvey, Osvaldo Golijov, Philippe Hersant, Arlene Sierra, Judith Shatin, Tzvi Avni, Haim Shtrum, Ted Goldman, and others. He is also committed to teaching and working with children, and enjoys playing in schools as part of outreach programs. Some of these include playing at Calgary-area middle schools as part of the Honens International Piano Competition’s School Ambassador program, schools on Hilton Head Island for the Hilton Head International Piano Competition, and middle and high schools in the Hudson Valley of New York. Bukhman attended the Oberlin Conservatory of Music as a student of Robert Shannon, where he recorded the complete 24 Preludes and Fugues of Shostakovich, becoming the first in Oberlin’s history to graduate with Honors in Piano Performance. He received his Master of Music and Doctor of Musical Arts degrees from The Juilliard School, where he studied with Robert McDonald.

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Molly Carr – Biography Viola, PMP Alumnus

Violist, MOLLY CARR, praised for her “ravishing sound” (the STRAD) and “passionate talent and beautiful poise… all in one package” (AVS), was a top Prize Winner in the 2008 Primrose International Viola Competition. As winner of the 2010 Juilliard Viola Concerto Competition, Ms. Carr made her New York solo debut with the Juilliard Orchestra under Xian Zhang, performing the Bartok Viola Concerto in Lincoln Center’s Alice Tully Hall. She has won several other major honors, including first prize in the National Solo Competition of the American String Teacher’s Association, an instrument scholarship from the Virtu Foundation, a scholarship endowment from the Davidson Institute for Talent Development, top honors in the National Foundation for Advancement in the Arts’ prestigious Arts Recognition and Talent Search Program, and full scholarships for study at the Manhattan School of Music and the Juilliard School.

An avid chamber musician, Ms. Carr is currently a Marlboro Music Festival featured performer and has performed at Ravinia’s Steans Institute, Music@Menlo, the International Musicians Seminar and Open Chamber Music at Prussia Cove (Cornwall, UK), Oberstdorf Musiksommer (Germany), Nevada Chamber Music Festival, Music from Angel Fire, Yellow Barn Music Festival, NAC (Canada) Young Artists’ Program, and the Perlman Music Program. She has collaborated with Itzhak Perlman, Carter Brey, Peter Wiley, Ida Kavafian, Pamela Frank, Donald and Alisa Weilerstein, the Orion Quartet, American Quartet, and Attacca Quartet, and is a former member of the Serafin Quartet. Recent performances have included a Leon Fleisher Young Artists concert at Carnegie Hall, an Insight Series concert with the New York Philharmonic at Lincoln Center, and concerts with Perlman and the Perlman Music Program at Chicago’s Symphony Center, Princeton’s McCarter Theatre, the New York’s Metropolitan Museum of Art, Spruce Peak Performing Arts Center, and the Jerusalem Music Centre. She performs regularly with the New York based Omega and Solisiti Ensembles, the Salome Chamber Ensemble, and recently toured Korea with the International Sejong Soloists. A NAXOS recording featuring Ms. Carr and the Serafin Quartet playing Jennifer Hidgon’s Viola Sonata and Early Chamber Works was recently released in July 2013.

As a recitalist, Ms. Carr has performed at the Jerusalem Music Centre in Israel; at Weill Hall, the Neue Galerie, Trinity Church, the Clark Arts Center, and W.M.P. Concert Hall in New York; in Juilliard’s Paul and Morse Halls; on the Firefly Concert Series in Charlottesville, Virginia; and on the Young Musician’s Forum series in New York’s Hudson Valley. Her performances have been broadcast on National Public Radio’s From The Top as well as on Hungarian National Television. She has also been a soloist with the Reno Philharmonic, the Reno Chamber Orchestra, and the Carson City Symphony.

A native of Reno, Nevada, Ms. Carr holds a B.M. and M.M. from the Juilliard School, where she studied with Heidi Castleman and Steven Tenenbom. She currently holds a Viola Faculty position in both the Juilliard precollege program in New York City, as well as the Galamian School in Malaga, Spain. Her former teachers include Pinchas Zukerman, Patinka Kopec, and Virginia Blakeman Lenz.

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Yannick Rafalimanana – BiographyPiano, PMP Alumnus

French pianist Yannick Rafalimanana (Yah-NEEK Rah-fah-lee-mah-nah-nah) has developed an international concert career, performing recitals and chamber music concerts regularly throughout Europe, the United States, South America, Africa and Middle East. Winning the first prize in the 2012 Tufts/New England Conservatory Soloist Competition, he made his US debut in Symphony Hall in Boston, playing Schumann Concerto with the Boston Pops Orchestra under the baton of Keith Lockhart. In recent years, we had heard him in Kennedy Center in Washington, live on the radio in Boston on WGBH, in Jordan Hall with the Borromeo String Quartet or in Shelter Island (NY) sharing the stage with violinist Itzhak Perlman. He also made his Brazil recital debut performing at the Mube Museum and his Israel debut performing at the Jerusalem Music Center.

Mr. Rafalimanana has won numerous awards and prizes in several competitions, including the Bruxelles J-Musiciens Competition, the Brest Piano Competition, and the International Ravel Academy's Rotary-Lions Competition. As a soloist, he has performed regularly with the Orchestre CNR de Lille, Orchestre Impromptu, and the Ensemble Parisien. He has recently founded and conducted the LFO - a chamber orchestra based in Boston, involving NEC students, with whom he has also played as a soloist. Mr. Rafalimanana also erforms frequently with the Trio La Plata, a group formed in Paris in 2006. An advocate of new music, his great experience as a collaborative pianist in orchestra has led him to work under the batons of Peter Eotvos, Jean Deroyer, Thomoty Brock, Zolt Nagy or John Heiss and perform in such venues as La Cite de la Musique and Radio France in Paris, Jordan Hall and Harvard Music Association in Boston or at the “ Poisson Rouge” in New York. He also works often with the Ensemble Le Balcon under Maxime Pascal in Paris.

Mr. Rafalimanana has participated in numerous summer festivals; among them are the Perlman Music Program and the Greatlakes Chamber Music Festival. He has collaborated with some of most well known musicians, such as Itzhak Perlman, Donald Weilerstein, Joseph Kalichstein, Kim Kashkashian, Gary Hoffman, Paul Katz, Roger Tapping and James Tocco. Born in Lille, France, Mr. Rafalimanana began his musical studies at the Conservatory of Lille under the tutelage of Alain Raes. He later graduated with first prizes in both Piano Performance, and Chamber Music and Collaborative Piano Performance, from the 'Conservatoire National Superieur de Musique et de Danse de Paris'. Among his teachers are Bruno Rigutto, Michael Levinas and Jean-Claude Pennetier. His chamber music and collaborative piano coaches include Francois Salque, Michel Moraguais, David Walter and Jean Koerner. Mr. Rafalimanana is currently studying at the New England Conservatory with Vivian Weilerstein, pursuing his Master of Music.

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Brook Speltz – Biography Cello, PMP Alumnus

Born in Los Angeles, CA, to a family of musicians, cellist Brook Speltz has performed to critical acclaim across the U.S. and abroad. Following his concerto debut with the Houston Symphony after claiming 1st prize in the Houston Symphony Ima Hogg Competition, other solo engagements have included the International Contemporary Ensemble (ICE), the Curtis Institute Symphony Orchestra, Manhattan School of Music chamber orchestra, the Brentwood Westwood Symphony, and the Music Academy of the West Festival Orchestra.

Brook is honored to have participated at the Marlboro Festival (VT) for the past three years, a community he is humbled and grateful to be a part of. As a recitalist and chamber musician, Brook has performed on the OMEGA Ensemble series, Israeli Chamber Project, the Kronberg Academy (Germany), IMS Prussia Cove (England), East Coast Chamber Orchestra (NY), and Pacific Serenades (L.A.), among others. His summers at Marlboro and other festivals have led to collaborations with such esteemed artists as Richard Goode, Peter Wiley, Kim Kashkashian, Samuel Rhodes, Itzhak Perlman, Denes Varjon, and Lucy Chapman. Brook is a graduate of both the Curtis Institute of Music and the Juilliard school, as a student of Peter Wiley and Joel Krosnick, respectively. He makes his home in New York City.

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Areta Zhulla – Biography Violin, PMP Alumnus

Recently awarded the 2011 “Young Artist of the Year” by the National Critics Association of Music and Drama in Greece, and recipient of the Triandi Career Grant as well as the Tassos Prassopoulos Foundation Award, Greek violinist Areta Zhulla (AH-retta Zhoo-la) is quickly establishing herself as a compelling artist.

Ms. Zhulla has performed extensively as a soloist, recitalist and chamber musician throughout the United States, Europe, Canada and Asia, at many renowned venues such as Carnegie Hall, Auditorium du Louvre, Alice Tully Hall, Kennedy Center, Metropolitan Museum of Art, and National Arts Centre of Canada. Ms. Zhulla made her Megaron Hall debut in Athens in 2010, performing under the baton of legendary French conductor Michel Plasson and the Athens State Symphony Orchestra. Other recent engagements include solo performances with the Camerata Orchestra of Greece, Westchester Philharmonic, Kenosha Symphony, and the State Symphony of Thessalonica.

From 2012-2015 Ms. Zhulla will perform with The Chamber Music Society of Lincoln Center as a Chamber Music Society Two Artist. For two seasons, Ms. Zhulla was a member of the LK String Quartet, which was praised by The Washington Post for “warm tone, elegant finish, a vivid engagement with the scores’ drama and ensemble that was tight as a drum.” She has performed with legendary violinist Itzhak Perlman at the Metropolitan Museum of Art, and the Rose Theater at Lincoln Center. Other collaborations include performances with Pinchas Zukerman, Orli Shaham, Donald Weilerstein, Paul Katz, and the Cavani String Quartet. Ms. Zhulla has appeared in such music festivals as Music@Menlo, The Perlman Music Program Chamber Music Workshop, Kneisel Hall, and Pinchas Zukerman’s Young Artists Program in Canada, and has studied for seven summers at the Perlman Music Program Summer School.

Ms. Zhulla holds a Bachelor’s and Master’s degrees from The Juilliard School in New York City, where she studied with Itzhak Perlman and Catherine Cho, and was a recipient of the Vergotis Scholarship. Other teachers include Pinchas Zukerman and Lefter Zhulla.

Ms. Zhulla performs on a copy of Stradivarius’s “Viotti,” made by her father in 2009, Greek luthier Lefter Zhulla.

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What Alumni of The Perlman Music Program

Bring to Schools

Performances for Entire Grade Levels, Grades 3-12

For young audiences, The Perlman Music Program (PMP) Alumni offer an engaging,

interactive performance with time for Q&A. The Perlman Music Program/Suncoast will

coordinate performances for entire grade levels, from 50-500 students, that will:

Classroom Visits for Orchestra Students, Grades 7-12

Realizing the motivational impact that alumni of The Perlman Music Program (“PMP”)

have on teenage audiences and students, The Perlman Music Program/Suncoast will

be facilitating classroom visits to:

With these goals in mind, PMP alumni will be flexible in designing interactive lessons

tailored specifically to each classroom. Some options could include:

Master Class-style Discussion. In a Master Class, the orchestra director and PMP

alumni offer feedback and suggestions to students regarding student rehearsal

and performance, focusing on posture, rhythm, intonation, musicality, phrasing,

ensemble playing and other technical tips.

Career and Professional Advice. PMP alumni explain their lives and development

of careers in professional classical music and the business of global music

management.

Open Rehearsal. PMP alumni rehearse repertoire in front of the student

orchestras. PMP alumni explain rehearsal techniques, self-evaluation, group and

peer-evaluation, drills, communication techniques as well as field questions from

students about practice strategies.

General Q&A Session.

We look forward to meeting you and your students!

Motivate middle and high school string players to nurture andcultivate their own musical skills

Increase the playing level of ensembles in Manatee and SarasotaCounty orchestra programs

Share with students information about the life and training of aprofessional musician

Provide students with realistic advice about goals and opportunitiesavailable for teenage musicians

Boost music appreciation by exposing students to live performancesand interaction that lets them see young musicians as ‘real people’

Encourage students to join or continue on in their music programs

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Connections to FLORIDA STATE STANDARDS

GRADES 5-6

Benchmarks below are addressed by PMP alumni in-school interactive performance and the PMP/Suncoast PowerPoint presentations (2) for students in Grades 5 and 6:

Reading /Language Arts – State Academic Standards

Through rehearsal and concert experiences, students receive challenging and rewarding instruction in music theory, and performance techniques forcused on interactions with professional musicians.These educational activities supplement the classroom learning experience and address a multitude of State Academic Standards and NGSSS through by preparing for, attending, and reflecting on Orchesta Rehearsals, Chorus Rehearsals, Master Classes, and Works-in Progress Recitals. After the sessions, students will apply Narrative, Expository, and Persuasive essay writing forms about the music literature.

LAFS.K12.R.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. LAFS.K12.R.3.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. LAFS.K12.R.4.10 Read and comprehend complex literary and informational texts independently and proficiently. LAFS.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. LAFS.K12.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.K12.SL.1.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. LAFS.K12.SL.1.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Social Studies – Next Generation Sunshine State Standards (NGSSS)

SS.5.A.1.1: Use primary and secondary sources to understand history. SS.6.W.1.3: Interpret primary and secondary sources. Students and teachers will use the PowerPoint presentations as a source to prepare for the concert by the alumni. Geographical and cultural information will be studied about the alumni members, instruments, and history of the violin. Information was collected from primary and secondary sources to create the PowerPoint presentations. SS.6.W.1.6: Describe how history transmits culture and heritage and provides models of human character. Students will be able to participate in collaborative discussions with PMP Alumni about the cultures they have experienced and their lives as young professional musicians. Students will also discover how the music of famous composers transcends time, nationalities, and countries. The concept of recognizing that the feelings of human characters can be portrayed in a timeless manner through classical music will be addressed. SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools. SS.6.G.1.5: Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world. Students will view and discuss maps, including all continents and focused on North America, Europe, Africa and Asia (the Middle East). They will have the opportunity to interactively name and discuss the locations of continents and countries.

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Music – Next Generation Sunshine State Standards (NGSSS)

(5)MU.C.1.2.1: Knows music and composers of various historical periods and cultures. (6)MU.C.1.3.1: Knows main characteristics of music of various historical periods and composers. Students will recognize composers and music of historical periods and cultures through live school concerts. (5)MU.D.1.2.2: Identifies instruments and their families. Students will identify the instruments of the string family through sight and sound as well as the various sounds (articulations) that can be created on a string instruments through plucking and bowing. (5)MU.D.1.2.3: Uses perceptual skills and terminology to describe aural music. Students will use listening skills and newly acquired vocabulary to describe the range and articulations of instruments of the PMP Alumni including violin, viola, and piano. Additionally, students will learn terminology related to the history of the violin. (5)MU.E.1.2.2/(6)MU.E.1.3.2: Understands the relationship between music and other subjects. Students will distinguish among the relationships between music and cultures other than their own through discussions with the PMP Alumni about themselves and the lives of composers and historical periods of compositions that are selected by the alumni for school concerts. (5)MU.E.2.2.4/(6)MU.E.2.3.3: Understands the roles of musicians and their importance in various musical settings and cultures. Students will have the opportunity to identify the roles of musicians as they participate in discussions about Itzhak Perlman, and his students, the PMP Alumni. Students will begin to explain the importance of these musicians in the culture of the U.S. and the world.

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GRADES 7-8

Benchmarks below are addressed by PMP Alumni in-school Residency visit(s), classroom performances, and

the PMP/S PowerPoint presentations (2) for orchestra students in Grades 7-12




Music – Next Generation Sunshine State Standards (NGSSS) MU.A.2.3.1: Performs on an instrument (alone and in groups) with proper techniques (e.g., posture, bow control). MU.A.2.3.2: Performs, as a member of a music ensemble, with expression, easy to moderate music literature from diverse genres and styles. MU.A.2.3.3: Performs with basic ensemble skills (e.g., blends instrumental timbres, matches dynamic levels, and responds to the cues of a director). PMP Alumni will perform for the students in orchestra class. Additionally, the students may perform for the alumni, and the students and alumni may perform music together. The alumni will demonstrate ensemble skills as well as techniques for posture, hand position, and bowing including the various articulations such as legato, staccato, and pizzicato. MU.C.1.3.1: Knows the main characteristics of the music of various cultures, historical periods, genres, and composers. The PMP Alumni will discuss the characteristics of the music that they perform for the students including historical periods, genres, and composers. MU.D.1.3.1: Identifies major musical themes or patterns which outline the form of a composition.

The alumni will help students to identify the form for compositions that they perform for them, including particular themes and patterns.

MU.E.1.3.1: Understands the relationships between music and other subjects and how each expresses events, emotions, and ideas (e.g., sadness, as expressed in music: dirge; in dance: ending of Swan Lake; and in visual art: Pieta). The alumni will explain connections between music and other subjects as they apply to the music selections they perform. They will make connections between the music and events, emotions, and/or ideas. MU.E.2.3.3: Understands the role of music, musicians, and performance practices in various cultures. Through observation and close proximity to PMP Alumni the orchestra students will begin to recognize the lives and work of the young professional musicians. The role of music, musicians, and performance practices in the U.S. and other countries will become clearer. MU.E.2.3.4: Understands the uniqueness of music and its importance in society (e.g., public and private rituals). The students will begin to recognize the uniqueness of the music performed by PMP Alumni and its importance in society.

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GRADES 9-12




Social Studies – Next Generation Sunshine State Standards (NGSSS)

SS.912.G.1.4: Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Informational Systems (GIS), and a broad variety of maps. Students will view geographic information and multiple maps in a PowerPoint presentation related to continents and countries. Students can practice naming countries in Europe, the Middle East, and northeastern Africa using interactive maps. SS.912.H.1.3: Relate works in the arts to various cultures. Students will listen to works of classical music played by the PMP Alumni. The alumni will discuss the country of origin, culture, and composer of each piece of music performed. SS.912.H.2.1: Identify specific characteristics of works within various art forms (architecture, dance, film, literature, music, theatre, and visual arts). Students will listen to works of classical music played by the PMP Alumni. The movements of various works will be discussed, including elements and characteristics of the work such as historical period, genre, musical form, performance practices of a specific time period, typical articulations of a particular work/composer/time period, and etc. SS.912.H.2.4: Examine the effects that works in the arts have on groups, individuals, and cultures. The PMP Alumni will discuss each work that is performed and its impact on groups, individuals, and cultures -- historically and in current times.

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Grades 9-12 – continued

Music – Next Generation Sunshine State Standards (NGSSS)

MU.A.2.4.1: Performs on an instrument, alone and in groups, with proper playing techniques (e.g., posture, bow control) and attends to melodic phrasing, rhythmic accuracy, and articulation. MU.A.2.4.2: Performs music of moderate to advanced difficulty of diverse genres and styles on one instrument. MU.A.2.4.3: Performs in large and small instrumental groups with proper ensemble skills (e.g., blend, balance, and intonation). The PMP Alumni will perform for the students in orchestra class. Additionally the students will perform for the alumni, and the students and alumni will perform music together. The alumni will demonstrate techniques for posture, hand position, bowing including the various articulations such as legato, staccato, pizzicato, and advanced articulations such as ponte cello and spiccato. The alumni will address melodic phrasing, rhythmic accuracy, blend, balance, and intonation in their performing and the performing of the orchestra students. MU.C.1.4.1: Describes and classifies unfamiliar music according to style, period, composer, culture, or performer. MU.C.1.4.3: Understands the influence of significant composers and performers on musical styles, traditions, and performance practices. The PMP Alumni will discuss the music they perform with regard to style, period, and composer, and their interpretation of the music as performers. They will explain the significance of performance practices and traditions. MU.D.1.4.1: Perceives and remembers significant music events within a composition. MU.D.1.4.3: Understands the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses. The alumni will guide students in listening to the compositions that they perform with regard to the form and to their use of musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses. MU.E.1.4.2: Understands how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context. MU.E.2.4.3: Knows the various roles that musicians perform (e.g., entertainer, teacher, or transmitter of cultural tradition), representative individuals who have functioned in these roles and their achievements. The alumni will discuss with students how the uniqueness of a given work of music serves to define its artistic tradition and its cultural contest. Additionally, they will demonstrate the comprehensiveness of their roles as individual professional musicians and as a alumni in the world – bringing the beauty and understanding of classical music to young and old audiences.

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K W L

Directions for the use of the KWL page:

BEFORE The Perlman Music Program Alumni come to your school and

before your students view the PowerPoint presentations…

1. Make a copy of the worksheet that says KWL – found in the folder pocket – for

each student.

2. In the column designated “K,” ask students to write what they KNOW about

chamber music, the PMP Alumni who are visiting your school, Itzhak Perlman, and The

Perlman Music Program/Suncoast.

3. In the column designated “W,” ask students to write what they WANT to know

about chamber music, the PMP Almuni who are visiting your school, Itzhak Perlman, and

The Perlman Music Program/Suncoast.

4. Collect the papers and store them. You can use them again after your students

have experienced the Concert and/or Orchestra Visits with PMP Alumni.

5. Discuss with your students information about the PMP Alumni who are coming to

your school.

6. Show and discuss the PowerPoint presentations and do accompanying

appropriate worksheets as needed. If you choose, students can write on the KWL sheet

as they watch the PowerPoints. They can write what they are learning in the third

column, “L.” This column is for listing what they LEARNED.

7. Students can also be encouraged to write down questions to ask the PMP Alumni

in the Concert or during the Orchestra Class Visit(s.)

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REFLECTIONS

PMP Alumni

Directions for REFLECTIONS following the Concert and/or Orchestra Class Visits:

Research shows and educators know that for students to experience the best possible

learning after a field trip, concert, or experience with professional musicians, the

students must be involved in a follow-up activity.

Suggestions

1. If your students completed the KWL sheet before seeing and learning about the PMP

Alumni, ask them to now fill out the third column which says “L,” what they LEARNED

about chamber music, the PMP Alumni who visited your school, Itzhak Perlman, and The

Perlman Music Program/Suncoast.

2. Lead a discussion with the students about what they learned through the

PowerPoint presentations and seeing the alumni in person in the Concert or in the

Orchestra Class Visit(s). They can list what they saw, heard, and learned individually or

as a class. You may want to ask, “How did this experience change your life?”

3. Choose a student writing activity to further learning and/or provide assessment:

A. Write a Review

Discuss ways of writing a review of the concert for a newspaper. Then write a review

based on the responses shared in the classroom discussion. It may be helpful to refer to

a local newspaper’s concert reviews as a guide. Go to www.heraldtribune.com or

www.yourobserver.com for reviews such as

http://www.yourobserver.com/news/longboat-key/A-and-E/011220119660/MUSIC-

REVIEW-The-Perlman-Music-Program-Celebration Note: a copy of this review is included

on your disc.

B. Write a Thank You Note

Discuss ways of writing a thank you note to the PMP Alumni or The Perlman Music

Program/Suncoast describing each student’s personal responses to the music and the

performers as well as expressing his/her appreciation for the concert or orchestra class

visit(s). Address:

PMP Alumni

c/o PMP/Suncoast

P.O. Box 3407

Sarasota, FL 34230-3407

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http://www.yourobserver.com/news/longboat-key/A-and-E/011220119660/MUSIC-REVIEW-The-Perlman-Music-Program-Celebration

http://www.yourobserver.com/news/longboat-key/A-and-E/011220119660/MUSIC-REVIEW-The-Perlman-Music-Program-Celebration

DEFINITIONS Arco: (It.) 1.) The bow of a stringed instrument; 2.) Instruction to resume bowing after a musical passage marked pizz.

Articulation: 1.) In performance, the characteristics of attack and decay of single tones or groups of tones and the means by which these characteristics are produced. Thus, for example, staccato and legato are types of articulation. In the playing of stringed instruments, this is largely a function of bowing; in wind instruments, of tonguing. 2.) As a compositional process, articulation is comparable to punctuation in language.

Chamber music: 1.) is composed for and played by a small number of instruments. Each part is played by just one instrument (or more of that same instrument in a chamber music orchestra). String Quartets, Woodwind Quintets, and Brass Quintets are examples of chamber music groups. 2.) Since there is no conductor in chamber music, the musicians cue each other by moving to show when and how to start, stop and stay together. The players may nod or sway as they play.

Collé: (Fr.) short, hammered bow strokes. An effect obtained by placing the bow on the string and feeling a heavy resistance into the string before playing. Then, using flexibility and control of the fingers, releasing each stroke forcefully and suddenly. Can be played in any part of the bow; noted on printed music as a downward facing arrowhead. Collé is in the family of Martelé (Fr.: hammered) strokes. In comparison, Martelé begins with a similar articulation and is a sustained bow-stroke.

Col legno: (It.) In violin playing, striking the strings with the bow-stick instead of the hair.

Conductor: A person who, principally by means of gestures of the hands and arms, leads and coordinates the performance of a musical ensemble, indicating the meter and tempo of the music

Legato: (It.: bound) Played smoothly with no separation between successive notes; the opposite of staccato. Legato bowing consists of two basic strokes: down-bow and up-bow. During the down-bow, the hand moves away from violin; during up-bow, the hand moves towards the violin. Care must be taken to equalize the naturally stronger down-stroke and the weaker up-stroke in order to produce an evenly sustained tone. Generally, the most resonant tone is produced when the bow remains on the string, parallel to the bridge, over the upper curve of the sound holes. A slur indicates the number of notes to be taken in a single stroke.

Luthier: (Fr.) A lute maker; one who makes and repairs stringed instruments, especially those of the violin family.

Marcato: (It.) Marked, stressed, emphasized, often with respect to a melody that is to be made prominent.

Pizzicato: (It., abbr. pizz.) 1.) In the playing of bowed stringed instruments, an indication that notes are to be plucked rather than bowed. Typically the player uses the right forefinger for pizzicato while continuing to hold the bow.

Purfling: inlaid borders on the belly and back of the violin and some related instruments. It often consists of three strips of wood of varying color (especially black and white) but is sometimes much more elaborate, including mother-of-pearl. It serves as an ornament and as reinforcement for the edges of the instrument.

Spiccato: (It.: detached) A short bow stroke played slightly off the string by dropping the bow on the string and lifting again after each note.

Staccato: (It., abbr. stacc.) Detached bow stroke. Marked by a dot, notes played in this fashion are shortened in duration and thus clearly separated from the note following. Played on the string, with a light accent implied.

String quartet: A musical composition for an ensemble consisting of four solo string instruments, normally two violins, viola, and cello; the ensemble itself, traditionally consisting of this combination of stringed instruments.

String trio: A musical composition for an ensemble consisting of three solo string instruments, normally one violin, one viola, and one cello; the ensemble itself, traditionally consisting of this combination of stringed instruments.

Sul ponticello: (It.) A nasal, brittle effect produced by bowing on the strings, very close to the instrument’s bridge.

Sul tasto: (It.) A flutelike effect (also called flautando) produced by bowing on the strings over the end of the fingerboard.

Tremolo: (It.) An effect produced by playing extremely short, rapid up- and down-bow strokes on one note.

Vibrato: (It., from Latin vibrare: to shake) A slight fluctuation of pitch without losing the integrity of the core intonation, used by performers to enrich or intensify the sound. In modern string playing, vibrato is produced by rocking the left hand, usually from the wrist, as a note is played. Vibrato has become essentially an organic feature of tone production, a means of adding continuous intensity to the sound.

NOTE: Definitions sourced from Harvard Dictionary of Music (1972) and The New Harvard Dictionary of Music (1986)

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