! Study Guide

for

Akropolis Reed Quintet

May 12, 2017 Sponsored by Capsugel

The Self Family Foundation SC Arts Commission

National Endowment for the Arts

Inter-Genera9onal Outreach Series Greenwood Performing Arts

www.greenwoodperformingarts.com P.O. Box 50011, Greenwood, SC 29649

! 1

Table of Contents

Attending Shows in the Auditorium ---------------------------------------------------------------------------3

Before and After the Performance -----------------------------------------------------------------------------4

Meet the Musician----------------------------------------------------------------------------------------------------5 - 6

Performance Clips----------------------------------------------------------------------------------------------------------7

About the Instruments ----------------------------------------------------------------------------------------------8-9

Double Reed Activity----------------------------------------------------------------------------------------------------10

Post – show Activity------------------------------------------------------------------------------------------------------11

Experiencing Live Theatre ---------------------------------------------------------------------------------------12-13

GPA Outreach Evaluation --------------------------------------------------------------------------------------------14

GPA Outreach Sponsors ----------------------------------------------------------------------------------------------15

! 2

AMending Shows at the Greenwood Community Theatre The Greenwood Community Theatre seats about 300 people. This performance hall provides an up-close arts experience. Below are some specific things you should plan for when visi9ng the theatre:

Arrival and Departure Plan to arrive at least 15 minutes before the performance. All GPA outreach performances last one hour.

• Buses may unload at the front door of the theatre. • Remain seated on your bus un9l a volunteer provides you with a bus number. This is

how you will be dismissed. Please make sure everyone in your group knows this number.

• Your group will be escorted into the theatre by a volunteer. Please stagger chaperones (1 chaperone for every 15 students) throughout the group to help keep children in line and moving quickly to their seats.

• Performances will not be held for late buses or groups. If you arrive late, your group will have to wait un9l an appropriate break in the program to be seated.

• Buses will park at the Hampton Place Shopping Center, near Studio One Ballet. Homeschoolers/Groups Arriving in Cars and Vans

• Cars should park in the Hampton Place Shopping Center, near Studio One Ballet. • Please allow 9me to park and walk to the theatre with your group.

Entering the Auditorium • A]er your group has unloaded from the bus with a chaperone, a GPA volunteer will

walk you into the theatre. • When your volunteer takes you into the theatre, ushers will seat the children row by

row. As a result, your class may not all be seated in the same row. With adequate supervision, a group that is split into two or more rows should have enough chaperones to ensure safety.

• Once your en9re group has been seated, feel free to move students to new seats within your space and to send students in small groups to the restroom with an adult.

Dismissal • A GPA representa9ve will come onstage following the performance to dismiss each

group. Please stay seated un9l your bus number has been announced. When your group is dismissed, your volunteer will escort you directly to your bus/car.

• Restroom stops a]er shows are strongly discouraged, unless an emergency

! 3

Before the Performance Performance Study Guides

• Students who are prepared for the GPA Outreach Performances enjoy the show and learn more than students who arrive without prepara9on. GPA encourages every teacher to spend 9me familiarizing students about the performance by using the study guides posted on the GPA website. Filled with background informa9on, student ac9vi9es and interdisciplinary lesson plans, these curriculum based guides will enhance your students’ performance experience. Please make sure that every teacher from your group who is bringing students to the outreach performance knows about the available study guides.

• The study guides will also include suggested ac9vi9es you can use before and a]er the performance. Teachers are encouraged to use the guides as a resource for ideas on how to best prepare students for their theatre experience. One posi9ve benefit is that students who are prepared also behave beMer!

A]er the Performance • Post-Performance Ac9vi9es • When students leave GCT, they return to school with a great level of excitement.

Greenwood Performing Arts Outreach Program encourages every teacher to take advantage of this and to con9nue the theatre experience upon returning to the classroom. Talking and wri9ng about the performance helps students develop the ability to form individual aesthe9c judgment in response to professional live theatrical produc9ons. Suggested post-performance ac9vi9es are also included in the study guide. Please encourage students to discuss the performance and respond cri9cally through discussion and wri9ng. Please share students’ responses with GPA!

• Performance Evalua9ons • Teacher feedback is a crucial part of the con9nuous development of the GPA Outreach

Program. Encourage par9cipa9ng teachers to share their response with GPA programming by using the evalua9on form. A blank evalua9on form is provided in the study guide and will also be emailed to teachers a]er each performance. Evalua9ons may also be done online from the Outreach Program sec9on on the GPA website.

Thank you for your support of education and the arts!

! 4

Meet the Musicians The Akropolis Reed Quintet is not your ordinary Woodwind Quintet. A tradi9onal Woodwind Quintet is made up of a flute, clarinet, oboe, bassoon, and French horn. The Akropolis Reed Quintet consists of a clarinet, oboe (doubles on English horn), saxophone (alto & soprano), bass clarinet, and bassoon. Let’s meet the musicians behind the instruments.

Tim Gocklin: Oboe & English Horn

Known for his sensi9ve, colorful and engaging performances, Timothy Gocklin shares his passion for music through his deep love for the oboe. Tim’s rela9onship with the oboe began at age 11, the day a]er aMending a military band concert featuring the oboe. In 2012, Tim received his Bachelor’s degree summa cum laude from the University of Michigan where he studied with Dr. Nancy Ambrose King. He went on to complete his Master of Music degree at Yale University studying with Steven Taylor. When not playing the oboe or widdling away at his reeds, Tim can be found relaxing in a coffee shop with a journal and pencil on one side and a hot, robust cup of coffee on the other.

Kari Landry: Clarinet

Kari received her bachelor's and master's degrees in clarinet performance from the University of Michigan, studying with Cleveland Orchestra clarine9st Dan Gilbert. Kari is currently the Marke9ng & Programs Manager at the Ann Arbor Summer Fes9val, an exhilara9ng celebra9on of performing arts, outdoor entertainment, and community spirit. Offering 170 + concerts and events to discover with 80,000+ aMendees annually, A2SF showcases the best in music, dance, comedy, film, circus and street arts, and family entertainment.

Andrew Koeppe: Bass Clarinet

An Ann Arbor na9ve, Andrew majored in clarinet at the University of Michigan and studied with Chad Burrow, Deborah Chodacki and Monica Kaenzig. He performed in the University Symphony Band under the direc9on of Michael Haithcock, and the University Symphony Orchestra and University Opera Theater under the direc9on of Kenneth Kiesler. He teaches clarinet and bass clarinet in Ann Arbor as well as at the Expressions Music Academy in Novi, and performs as a soloist in churches in the Ann Arbor area.

! 5

Ryan Reynolds: Bassoon

Ryan chose the bassoon in 5th grade under the impression that it produced only one note and would therefore be the easiest instrument to play. His disappointment upon discovering three and a half octaves of notes quickly turned to fascina9on and intrigue, with the "gorgonzola of the orchestra" providing daily mysteries and rewards.

A passionate educator, Ryan has taught a studio of young bassoonists from throughout southern Michigan, and is currently teaching many of the undergraduate bassoon students at Florida State University. Ryan has taught numerous beginning bassoon camps, masterclasses, and clinics at schools around the United States. He has taught bassoon methods classes at the

collegiate level, and coaches several chamber ensembles at FSU.

MaM Landry, Saxophone (Alto & Soprano)

MaM began his music career gigging and teaching as a pianist. He took up the clarinet a]er piano, and finally the saxophone in middle school. Born in New Orleans before moving to Michigan, MaM dabbles in and appreciates many musical styles. One winter upon reading The Devil's Horn, a book about the saxophone's inven9on and inventor, MaM fell in love, finding the instrument he would s9ck with for good.

MaM has also taught middle school band and elementary music full 9me and he has helped create a]er-school music programs in west Detroit. MaM also interned at the Detroit Symphony Orchestra in Neighborhood Audience Development. In his spare 9me he enjoys wri9ng, reading, collec9ng more pianos than his

small home has room for, running even though his knees won’t allow it, and trying to emulate the southern cooking styles of his extended southern family.

! 6

Performance Clips:

hMps://youtu.be/DnisQeBx5AI --If you don’t have 9me for anything else, I recommend you show this 5 minute video to your class. It’s a great introduc9on to the ensemble.

hMps://youtu.be/IqamDZRE6uI -- Fast, fun, modern music

hMps://youtu.be/p1GRfT7N4mU -- An American in Paris by George Gershwin

! 7

About the Instruments Source: www.dsokids.com

How do reed instruments work?

Vibra9ons begin when air is blown across a single reed, or across two reeds.

Reeds are small pieces of cane. A single reed is clamped to a mouthpiece at the top of the instrument and vibrates against the mouthpiece when air is blown between the reed and the mouthpiece. Two reeds 9ed together are commonly known as a double reed. This double reed fits into a tube at the top of the instrument and vibrates when air is forced between the two reeds.

Oboe: The oboe is similar to the clarinet in many ways. Both are made from wood and have metal keys that can produce many notes rapidly. Unlike the clarinet, the oboe does not have a mouthpiece, but has two reeds 9ed together. By placing them between one's lips and blowing air through them, the reeds vibrate and produce a sound.

Clarinet: Made from wood, the clarinet produces a fluid sound when air is blown between a single reed and the mouthpiece. By pressing metal keys with the fingers of both hands, the player has the ability to play many different notes very quickly.

Bass Clarinet: The bass clarinet is a larger and lower sounding rela9ve of the clarinet.

Like the clarinet, the bass clarinet is a single-reed instrument and is made of wood.

Saxophone: Conically shaped, the saxophone is the only woodwind instrument made of brass. Although it is found only occasionally in the symphony orchestra, it is considered a member of the woodwind family because it has a single reed like the clarinet.

Bassoon: The bassoon is a large double reed instrument with a lower sound than the other woodwind instruments. Its double reed is aMached to a small curved tube called a bocal which fits into the bassoon. When the player blows air between the reeds, the vibra9ng column of air inside the instrument travels over nine feet to the boMom of the instrument, then up to the top where the sound comes out.

! 8

! 9

Clarinet

Bassoon

Bass ClarinetAlto Saxophone

Oboe

Double Reed Ac9vity Source: www.stevespanglerscience.com

STEP 1: Flatten the top inch or so (25 mm) of the

straw with your teeth. Avoid curling the end of the straw up or down. Flatter is better, so bite down hard. You can also lay the straw on the table and press it down firmly with a spoon or knife along the two edges you created.

STEP 2: Cut off both corners of the flattened

portion so that it’s narrower in the middle than the sides. These two flaps are where the vibrations will come from that you hear as “music.”

STEP 3: Now you’re ready to make noise – and really annoy everyone. Place the cut end of the straw into your

mouth, seal your lips around it, and blow until a “sound” is produced. It’s tough to do so don’t rush or blow too hard and long. The sound will be more of a squawk than music. You’ll feel the entire straw vibrate as a sound is made, too. Don’t give up if you don’t make a sound right away; you just need to reposition the straw and try again. There’s a “sweet spot” where the sound occurs. You’ve made a “double reed” mouthpiece similar to (but not as good as) an oboe, an English horn, and a bassoon.

STEP 4: When you get the hang of making

noise – uh, that is, music – use scissors to cut short sections off the bottom of the straw while you’re making the sound. Listen for rising changes in the pitch as you cut the straw shorter and shorter. Watch out for your lips!

! 10

Post-show Ac9vity Activity One: Write a Review

Music Standards/Evaluating MG4/5-4.3, MG4/5-4.7:Use appropriate music terminology to explain basic musical concepts, and to explain their personal preferences for specific musical works and styles. MG4/5-4.8: Apply specific and appropriate criteria for evaluating and improving performances, compositions, arrangements, and improvisations.

Have students write a review of the performance.

• Start by writing down everything students remember from the show. Remind students they should not be expressing opinions during this phase of the activity. Write it in a “brainstorm box” on the board.

Prompt students with objective questions, like: • What kinds of songs did they perform • Did they talk about their life story? • Describe the attire worn by the singers. • How did the musicians move during the performance? • What else can you remember from the performance? • Discuss the following terms and their definitions:

Oboe Clarinet Saxophone Bassoon Bass Clarinet Quintet

• Once you have a list of what happened during the performance, ask students to write a review that follows this format:

1. You must give the performance a rating, out of five stars.

2. For each positive star, you must discuss one thing you liked about the performance. For example, for a five-star rating, you would need to mention at least five things you liked about the performance.

3. For each star under five, you must describe one thing you did not enjoy about the performance. For example, a three-star rating would have three positive comments along with two things you felt needed to be improved or that you simply did not like, with reasons why. Don’t just make a list!

4. Students should use music vocabulary terms when describing the quality of the performance. Keep a checklist of the following terms on the board while students write: (Students should correctly use at least four terms in context.)

5. Teacher should set other writing expectations based on the ability of students.

Don’t forget to proof read your reviews with a partner. We’d love to read your students’ work. Please send a finished copy to: Greenwood Performing Arts

P.O. Box 50011 Greenwood, SC 29649

! 11

Experiencing Live Theatre

To the Teacher

Please share the following information with your students prior to your visit to the Greenwood Community Theatre. Many of the outreach performances will involve audience participation. Students should be prepared to behave appropriately given the nature of the performance and the requests of the artist on the stage.

Preparing Students to be Audience Members

A theatre is an energetically charged space. When the “house lights” go down everyone feels a thrill of anticipation. By discussing appropriate audience behavior as a class ahead of time, the students will be much better equipped to handle their feelings and express their enthusiasm in acceptable ways during the performance.

Audience Members Play an Important Role

Until an audience fills the auditorium the performers are only rehearsing. When there is a “great house” (an outstanding audience) it makes the show even better because the artists feel a live connection with everyone who is watching them. The most important quality of a good audience member is to respond appropriately to what’s happening on the stage. Sometimes it’s important to be very quiet, but other times it’s acceptable to laugh, clap or make noise! By coming to a Greenwood Performing Arts performance, students have the opportunity to practice being good audience members.

Key Words:

Concentration: Performers use concentration to focus their energy on stage. If the audience watches in a concentrated and quiet manner, the performers “feel” this support and are able to do their very best!

Quiet: The theatre is a very “live space”. This means that sound carries very well all over the auditorium. Theaters are designed this way so that the voices of singers and actors can be heard. It also means that sounds in the audience like whispering, talking or rustling papers, can be heard by other audience members and the performers on stage! Behavior like this can destroy everyone’s concentration and spoil the performance. Do not make any unnecessary noise that would distract the people sitting around you. Be respectful and listen to the performers on stage!

Respect: The audience shows respect for the performers by being attentive. The performers show respect for their art form and for the audience by doing their best possible work. Professional actors and musicians always show up for work ready to entertain you. As a good audience member you have a responsibility to bring your best behavior to the theatre as well. Doing so shows respect for the actors who have rehearsed long hours to prepare for this performance. ! 12

Appreciation: Applause is the best way for an audience to share its enthusiasm and to show the performers how much they are appreciated. In a musical or opera it’s not usually acceptable to applaud in the middle of a song. However, it is appropriate to applaud at the end of each song. When the program has finished it is customary to continue clapping until the curtain drops or the lights on stage go dark. During the curtain call the performers will bow to show their appreciation to the audience. If you really enjoyed the performance you may want to thank the artist with a standing ovation!

Common Sense: If audience members conduct themselves in orderly, quiet ways and each person respects the space of those around them, everyone will be able to fully enjoy the performance experience.

Rules of Behavior:

Students should enter and exit the building in an orderly and quiet fashion.

• Please get rid of any gum, food and drinks before entering the auditorium.

• Use the restroom after you are seated but before the performance begins. Do not get up to use the restroom during the performance unless there is an emergency.

• Whisper while waiting for the show to begin.

• Students should remain quiet during the performance.

• Students should realize that they are part of the performance. Listen and watch attentively to what is happening on the stage. The performers have worked hard to get the show ready!

• Students should stay seated at all times, not rocking the seats excessively, kneeling in the seats, or putting feet up on the seat in front of them.

• Students should laugh and respond appropriately.

• If the students really enjoyed the performance, they may clap as loudly and as long as they like. This shows the performers appreciation for their hard work.

• Enjoy the show!

! 13

GPA Outreach Performance Evalua9on 2016-2017

It is our desire to provide high-quality, educa9onal and professional produc9ons for your students. Please take some 9me a]er you return to school to complete this evalua9on and send it back to GPA.

School Name: ____________________________ District: ______________________Grade level__________

Teacher: ______________________________________ Email: _____________________________________

Name of performance: _______________________________________________Time of show: __________

Please rate today’s performance. Poor -Average- High

How would you rate the educa9onal value of the performance? * * * * *

How would you rate the entertainment value of the performance? * * * * *

How would you rate the students’ impressions of the performance? * * * * *

How would you rate the performance overall? * * * * *

Would you return with a new group of students to see this produc9on in the future? ___yes___no

Why or why not? Please share some comments about the produc9on. __________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________

Please rate the GPA Study Guide Poor-Average-High

How would you rate the GPA Study Guide? * * * * *

If you did not use the GPA Study Guide, please check. ____ I did not use the GPA Study Guide.

Did you use any of the following sec9ons of the GPA Study Guide? Background Informa9on on the Performance ___yes ___no Pre-performance Ac9vi9es ___ yes ___no Post-Performance Ac9vi9es ___yes ___no

Please share some comments about the GPA Study Guide. __________________________________________________________________________________________

__________________________________________________________________________________________

What types of programs would you like to bring students to see? __________________________________________________________________________________________

Please share some general comments about your experience with the GPA Outreach Program. _________________________________________________________________________________________

Greenwood Performing Arts P.O. Box 50011 Greenwood, SC 29649 Phone: (864) 227-8744

Thank you for suppor9ng the arts!

! 14

Greenwood Performing Arts gratefully acknowledges the supporters of our outreach

program:

Capsugel The Self Family Founda9on

South Carolina Arts Commission Na9onal Endowment for the Arts

! 15