young people's concerts 2016-2017 teacher guide

Young People’s Concerts2016-2017 Teacher Guide

Alabama Symphony Orchestra Education initiatives...empower our community to celebrate and advance our symphonic culture by actively supporting the endeavor for excellence in music education. We seek to become an indispensable partner in the education of our community’s children and to create

sustainable, meaningful programs and partnerships that foster strong relationships with schools and families. As Alabama’s orchestra, we aspire to reach all citizens of the greater Birmingham area and the state of Alabama, truly diverse audiences

reflective of our unique makeup, and to provide programming that is ever more relevant, imaginative, and exciting. Through a world-class orchestra that offers extraordinary performances, we strive to inspire in our community a life-long passion for

music, learning, and creativity.

Explorer Concerts Pre-K - 2nd gradeGet ready for a musical adventure as the ASO presents a special program for our youngest audience members. Casual, interactive, and lots of fun! Sponsored by Vulcan Materials

Tuesday, October 11, 2016 | 11:30 am Vestavia Hills United Methodist Church

Wednesday, October 12, 2016 | 9:30 am & 11 amDawson Memorial Baptist Church

Thursday, October 13, 2016 | 9:30 am & 11 amNorthpark Baptist Church, Trussville

Young People’s Concerts 3rd - 6th grade

Superheroes of the SymphonyWho are your biggest heroes? Did you know that the symphony orchestra has heroes too? Learn about all of the Superheroes of the Symphony including some of the Symphony’s most iconic composers. November 9, 2016 | 10 am Samford University’s Wright CenterChristopher Confessore, Conductor

Marvels, Magic & MythsDiscover the magic of musical storytelling! Presented as part of A Gloriumptious Jubilee, celebrating 100 years of Roald Dahl’s imaginative world, hear the musical narratives of mythical and enchanted stories. This program presents iconic symphonic music inspired by magical storytelling! Thursday, February 23, 2017 | 10 am Samford University’s Wright CenterCarlos Izcaray, ConductorIn collaboration with Red Mountain Theatre Company

Alabama Symphony Youth Orchestra Under the direction of Dr. Blake Richardson, the ASYO is made up of some of the most musically talented youth from across our state!Sponsored by Brooke and Daniel Coleman

Fall Concert* | November 19, 2016 at 2 pm Alys Stephens Center, Jemison Concert Hall

Holiday at the Galleria* | Dec. 4, 2016 at 2 & 4 pm Come hear the ASYO play Holiday favorites near the Carousel at the Riverchase Galleria. Proudly presented by Riverchase Galleria.

Side by Side Concert with the Alabama Symphony Orchestra | March 19, 2017 at 3 pm Alys Stephens Center, Jemison Concert Hall

Spring Concert* | May 20, 2017 at 2 pm Alys Stephens Center, Jemison Concert Hall

Greater Birmingham Music Educator’s Alliance Come join us for a day of interactive programming and performances celebrating music education! Learn about all the wonderful ensembles and musical resources within the Greater Birmingham Community and learn how you can be a part of this diverse community.

GBMEA Festival* | May 7, 2017 at 12:30-5 pm Alys Stephens Center

*Free Event

Education Concert Calendar

3

Thank You to Our 2016-2017 Education Partners

$50,000+Alabama PowerAlabama State Council on the ArtsDaniel & Brooke ColemanCommunity Foundation of Greater BirminghamThe Daniel Foundation of AlabamaThe Mike and Gillian Goodrich FoundationWilliam Randolph Hearst Foundation

$26,000-$49,999Hill Crest FoundationRobert Meyer FoundationShelby County CommissionSymphony 30Vulcan Materials Company

$10,000-$25,000ACIPCOBBVA CompassThe Charles T. Campbell Charitable FoundationComer FoundationGeneral Growth PropertiesJoseph S. Bruno Charitable FoundationNew Music USASusan Mott Webb Charitable Trust

$1,000-$9,999The Hess FoundationIndependent Presbyterian FoundationThe Mockingbird FoundationRobert Raiford & Zane RhoadesSanjay & Dora SinghThe Symphony Volunteer Council (SVC)Jim Wilson & Associates

Up to $999Kathryn AcreeVincent CirulliWilliam & Joy DentonCarlos Izcaray & Yolanda SerafimovDavid & Rupa KitchensVijay Kodali & Vineeta KumarVirupaksha KothandapaniDrs. Shaily & Geeta LakhanpalRohit & Geeta MalikRanjit PrasadShades Mountain Music ClubJeff & Susanne Thomas

TM

TM

The ASO would like to thank Bonnie Herenu, Music Teacher at Thompson Intermediate School, for her contribution to this guide.

4

Forward to Teachers and Parents ............................................................................. 5

Programs ......................................................................................................................... 6

Meet the Artists ............................................................................................................ 7

Meet the Musicians ....................................................................................................10

Lessons Lesson 1: Let’s Visit the Orchestra! ................................................................11 Lesson 2: Meet the Families of the Orchestra! ............................................15 Lesson 3: Meet the Composers! .....................................................................19 Lesson 4: What Makes a Superhero? .............................................................23 Lesson 5: How to Write a Musical Story .......................................................26

Accompanying Materials VibrationStation ................................................................................................30 OrchestraSeatingChart ...................................................................................31 Conducting101 ..................................................................................................32 Instrument Cards ................................................................................................33 GuidedListeningQuilt ......................................................................................34 Glossary ................................................................................................................35

How to Submit Student Work to the ASO .............................................................36

We Want to Hear from You! ......................................................................................37(ConcertFollow-upWritingActivity)

Table of Contents

5

Dear Teachers and Parents,

We are delighted to bring you this Teacher Guide to accompany the 2016-2017 Alabama Symphony Orchestra Young People’s Concerts. This guide is designed to enhance your students’ experience at the Symphony. While the lessons enclosed are certainly not required, we think that your students will have fun doing these activities while learning something about the Symphony and the music they will hear at the concert.

How to use this guide:• Lessons: Lessons are designed to be customized to your classroom. Use as many as you would like; add and

shorten them ad libitum! Whether you are a music teacher or an english teacher, we encourage you to peruse this guide and see what is useful in your classroom. Lessons 1-3 accompany each concert, while lessons 4 and 5 are designed to precede a specific concert. We hope you will find that most lessons can be adapted to different classroom situations and resources!

• Pre and Post Quizzes: Showing growth through the arts is an important advocacy tool, and we hope you will use these to show student growth by comparing scores before and after the lesson and concert. Quizzes accompany the first two lessons and are completely optional. If you do choose to use them, however, send us your class average before and after the concert. We will send you a $1 off per ticket coupon for the 2017-2018 Young People’s Concert series!

• Submission Entries: Lessons 4 and 5 encourage you to submit student work. Accompanying artwork may be submitted to be displayed at the concert and writing samples may be submitted for our Essay Contest! Please see lessons for more information.

• We’d love to see your student’s creations: Ever wonder how you can help advocate for music education in Alabama? Consider submitting your student work developed as part of the enclosed activities along with pre and post quiz scores to the ASO! Every submission will be used in our music education advocacy efforts. Feel free to send a short video of student choreography, artwork, or even just a photograph of your students working on these lessons. Please find the form for student submission on page 35.

By bringing your students to an ASO Young People’s Concert, you have shown your commitment to the arts as a vital part of a child’s education. On December 15, 2015 the Every Student Succeeds Act was signed, acknowledging the arts as a core subject. As congress and our state legislation works to determine how to allocate these funds, whatever your role in education, please consider writing to your representative, perhaps combined with a student’s success story, to help advocate for arts education funding. The ASO relies on our partnerships with you to provide great educational programming.

I look forward to seeing all of you for another great year of Young People’s Concerts!

Deanna SirkotEducation ManagerAlabama Symphony Orchestra(205) 314- [email protected]

6

Superheroes of the SymphonyNovember 9, 2016 10 AMWright CenterChris Confessore, Conductor

Beethoven – Fidelio OvertureInstrument Family Demos Silvestri/arr. Moore – The Avengers Theme Williams/arr. Lavender – Superman March Hefti/arr. Gay – Batman Theme James/arr. Murtha – Hooked on a FeelingMozart – Eine kleine Nachtmusik – Mvt. 1Brahms – Symphony No. 1 – Mvt. 3Shostakovich – Excerpt from Symphony No. 5 – Mvt. 4Daugherty – Oh, Lois! From Metropolis SymphonyGiacchino/arr.Bocook – Music from The IncrediblesRossini – William Tell Overture – Finale

Concert will be performed without intermissionMobile phones and other electronic devices must be set to silent/vibrate during the performance.

Programs

Marvels, Magic and MythsFebruary 23, 2017 10 AMWright CenterCarlos Izcaray, Music DirectorRebecca Yaeger, NarratorRed Mountain Theatre Company Children’s Ensemble

Mozart – Magic Flute OvertureRimsky-Korsakov – Finale from The Snow Maiden Suite, “Dance of the Tumblers”Schwertsik – Goldilocks & the Three Bears Text Adapted by Donald Sturrock

Concert will be performed without intermissionMobile phones and other electronic devices must be set to silent/vibrate during the performance.

7

Meet the ArtistsCarlos Izcaray MUSIC DIRECTORCarlos Izcaray is the newly appointed Music Director of the Alabama Symphony Orchestra. Praised by the international press, he won top prizes at the 2007 Aspen Music Festival and later at the 2008 Toscanini International Conducting Competition. Since then he has appeared with numerous ensembles across five continents and is now firmly established as one of the leading conductors of his generation. Throughout his career Izcaray has shown special interest and prowess in tackling some of the most complex scores in the symphonic repertoire, while also championing the historically informed approach to works from past eras. On the symphonic platform he has led the St. Louis and Kitchener-Waterloo Symphonies, Chamber Orchestra of San Antonio, Orchester der Komischen Oper Berlin, Malmö Symfoniorkester, Orquestra Sinfónica do Porto Casa da Música, Filarmonica Arturo Toscanini, Orchestra Regionale dell’Emilia-Romagna, Orchestre de Chambre de Lausanne, Macedonian Philharmonic, Bangkok Symphony Orchestra, Kwazulu-Natal Philharmonic, National Symphony Orchestra of Colombia, Bahia Symphony Orchestra, Salta Symphony Orchestra, Venezuela Symphony Orchestra, Orquesta Sinfónica Municipal de Caracas, and Orquesta Filarmónica Nacional de Venezuela, among others. Izcaray is equally at home with opera repertoire, receiving rave reviews for his performances at the Opera Theatre of Saint Louis, Utah Opera, International Opera Festival Alejandro Granda in Peru, and in particular at the Wexford Festival Opera, where he has led many productions since the opening of Ireland’s National Opera House. His 2010 performances of Virginia by Mercadante won the Best Opera prize at the Irish Theatre Awards.

A strong believer of supporting the younger generations, Carlos has worked extensively with the world’s top talents and leading music education institutions, including his country’s own El Sistema. In 2014 he led a tour of the Filarmónica Joven de Colombia, and he has additionally worked with the Fundación Batuta, Neojiba in Brazil, London Schools Symphony Orchestra, and Cambridge University Music Society, where he has also taught conducting workshops. Summer 2015 marked his début at the Interlochen Center for the Arts, where he led a performance with the World Youth Symphony Orchestra, and he also conducted the Orquestra Sinfónica do Porto Casa da Música in the final round of the International Cello Competition Guilhermina Suggia. A distinguished instrumentalist himself, Izcaray has been featured as concert soloist and chamber musician worldwide, and served as Principal Cello and Artistic President of the Venezuela Symphony Orchestra prior to dedicating his career fully to the podium. Increasingly active as a composer, Izcaray’s most recent orchestral piece, Cota Mil, was premiered by the Orquesta Sinfónica Municipal de Caracas. Carlos was born into a family of several artistic generations in Caracas. At the age of 3 he was enrolled in Venezuela’s public system of youth orchestras, continuing at the Emil Friedman Conservatory, where he was a boy chorister as well as an instrumentalist. He studied conducting with his father since he was a teenager, and went on to become a distinguished fellow at the American Academy of Conducting at Aspen. Izcaray is an alumnus of the Interlochen Arts Academy, New World School of the Arts, and Jacobs School of Music at Indiana University. He is a dual citizen of Spain and Venezuela, and divides his time between Birmingham (AL) and Berlin. To learn more about Carlos’ activities please visit carlosizcaray.com.

8

Meet the ArtistsChristopher Confessore CONDUCTORChristopher Confessore serves as Resident Conductor and Principal SuperPOPS! Conductor of the Alabama Symphony Orchestra and Music Director and Principal Conductor of the Brevard Symphony Orchestra in Melbourne, FL. In recent seasons, Mr. Confessore’s schedule as a guest conductor has included appearances with the Detroit Symphony Orchestra, Jacksonville Symphony Orchestra, New Mexico Philharmonic, Naples Philharmonic, Sarasota Orchestra and the Orlando Philharmonic Orchestra. He appears annually as a conductor of Walt Disney World’s Candlelight Processional at EPCOT – a production featuring

a full orchestra, 300-voice choir and celebrity narrators including Whoopi Goldberg, Neil Patrick Harris and Gary Sinise. Heralded as a sensitive accompanist and inspiring collaborator, Christopher Confessore has accompanied a distinguished list of world-class concert artists, including Itzhak Perlman, Joshua Bell and Lang Lang. As a Pops conductor, he has appeared with a diverse group of superstars, including Grammy Award winners Art Garfunkel, Roberta Flack, Judy Collins, Amy Grant, Marvin Hamlisch, LeAnn Rimes, Indigo Girls, Chris Botti and Charlie Daniels and Tony Award winner Idina Menzel. Music columnist Mary Colurso of The Birmingham News remarked “Anyone who regards the symphony as stuffy and elitist hasn’t been to a SuperPops show when Confessore’s in charge. He exudes nice-guy appeal on stage, along with real warmth, a sense of humor and smarts to spare.” For a complete concert calendar, visit www.christopherconfessore.com

9

Meet the ArtistsRebecca Yeager NARRATORRebecca Yeager is an actor and teacher who specializes in integrated movement and vocal technique for the actor, including yoga, stage combat, Lugering technique, and Commedia dell’Arte. She has a love for classical texts, especially Shakespeare, Moliere, and Greek tragedy. Rebecca received her Master of Fine Arts in Theatre Performance from the University of Southern Mississippi. During her time at USM, Rebecca presented her creative and academic research, was awarded grants for her classical and movement based educational outreach work, had her creative project research published, and was both an Irene Ryan Nominee and Regional Semi-Finalist at the Kennedy Center American College Theatre Festival. Rebecca graduated Cum Laude from Birmingham-Southern College with a Bachelor of Arts in Musical Theatre. Rebecca is a working actor, adjunct professor of acting, voice, and movement at Birmingham-Southern College, and Resident Artist at Birmingham Children’s Theatre.

Red Mountain Theatre CompanyRed Mountain Theatre Company is an organization that inspires audiences through powerful theatre experiences led by professionals who deliver engaging performances produced and presented with artistic integrity. In addition to our theatre productions, we offer educational programs that build positive life skills for young people and provide growth opportunities for theatre professionals. Our Birmingham, Ala., based nonprofit organization has been inspiring audiences, changing lives and creating conversations through theatre experiences since 1979. For more information, visit redmountaintheatre.org.

10

FIRST VIOLINDaniel Szasz

CONCERTMASTER/THE BEVERLY HEAD AND HUGH KAUL CHAIR

Jinsong Gao ASSOCIATE CONCERTMASTER

Mayumi Masri ASSISTANT CONCERTMASTER

Yifan Zhou ASSISTANT CONCERTMASTER

Ai-Yi BaoSarah Nordlund Dennis

Viktor DulguerovRoger JamesAnne Pandolfi

Pei-Ju Wu

SECOND VIOLINYuriko Yasuda

PRINCIPAL

David Handler ASSISTANT PRINCIPAL

Karl Braaten Levon Margaryan

Serghei Tanas

VIOLAMichael Fernandez

PRINCIPAL

Zakaria Enikeev ASSISTANT PRINCIPAL

DJ CheekLucina Horner

Rene RederMeredith Treaster

CELLOWarren Samples

PRINCIPAL

Andrew Dunn ASSISTANT PRINCIPAL

Mary Del GobboPeter GarrettMara McClain

Clayton Vaughn

BASSDaniel Carson*

PRINCIPAL

Richard Cassarino PRINCIPAL,

2016-2017 SEASON

Justin Kujawski ASSISTANT PRINCIPAL,

2016-2017 SEASON

Michael BradtMark Wilson

FLUTELisa Wienhold

PRINCIPAL

Hillary Tidman ASSISTANT PRINCIPAL

OBOEJames Sullivan

PRINCIPAL

Machiko Ogawa Schlaffer ASSISTANT PRINCIPAL

CLARINETKathleen Costello

PRINCIPAL/THE SYMPHONY VOLUNTEER COUNCIL CHAIR

Brad Whitfield ASSISTANT PRINCIPAL

BASSOONTariq Masri

PRINCIPAL

Alex Zdanis ASSISTANT PRINCIPAL

HORNDavid Pandolfi

PRINCIPAL/THE SYMPHONY VOLUNTEER COUNCIL CHAIR

Kevin KozakJeffrey Solomon ASSISTANT PRINCIPAL

Nina Adair

TRUMPET Ryan Beach

PRINCIPAL

Nicholas Ciulla ASSISTANT PRINCIPAL

TROMBONEJay Evans PRINCIPAL

Jason Robins

TUBAAndrew Miller

PRINCIPAL

TIMPANIJay Burnham

PRINCIPAL

PERCUSSIONMark Libby

PRINCIPAL

Bill Williams

HARPJudy Sullivan Hicks

PRINCIPAL/ THE MRS. R. HUGH DANIEL CHAIR

*On leave of absence for the 2016-2017 Season

Meet the Musicians

11

Lesson 1: Let’s Visit the Orchestra!

Objectives• Students will demonstrate and describe appropriate

etiquette for an orchestra concert.• Students will identify roles of the different orchestra

personnel in addition to standard concert procedure.

Duration• 30-40 minutes

Academic Standards • COS Arts Education, Music Gr. 3 # 7; Gr. 5 #9• COS English Language Arts Gr. 3 #3, 24, 25, 39; Gr. 4

#24, 25, 32, 39; Gr. 5 # 23, 24, 25, 32, 39; Gr. 6 #23, 24, 31, 39

Lesson 1 Vocabulary• Conductor- A person who directs the performance of an

orchestra• Concert Master- the lead first violin player in an

orchestra who is responsible for beginning the tuning process

• Usher- A person who helps audience members find their seats

• Section- A group of musicians who play the same instrument

• Principal Musician- The first chair player of each instrument section

• Tuning process- Led by the principal oboist, the process in which all musicians of the orchestra match sound and pitch before the concert begins

• Stage Manager- the person who is responsible for setting up the chairs of the orchestra and directing when the lights turn on and off

• Stage technician- The person off stage who assists the stage manager and turns the lights on and off

• House lights- The lights that shine onto the audience• Stage lights- The lights that shine onto the performers

on stage• Patron- another word for audience member or someone

who has purchased a ticket to an event

Introduction• Ask students to make predictions about what they will

see and hear at the concert they will attend and record responses on a board. Who and what will you see? What will you do? What will you hear?

• Using a board in your classroom, create and post a list of questions that students have about the orchestra so that students can add the answers they discover at the end of the lesson.

Activities1. Discuss with students that different events and

locations have different standards and expectations of behavior. Ask the students to act out or describe appropriate behavior for different locations such as the playground, football stadium, their homes, place of worship, etc.

2. Check out one or both of the first two videos from the Supplemental Videos list that accompanies this lesson.

3. Using Lesson 1 Vocabulary, discuss with students the events that occur before the concert begins and the personnel associated with each event. If you need assistance with the pre-concert events, check out our list on page 12.

4. Discuss expected behavior of ticketed patrons. Arrange the desk and chairs in rows and assign students to the roles of usher, stage manager, and stage technician. Allow students to act out the beginning of a concert by having the ushers show patrons to their seats and turning off the lights. Explain that when the lights go off, patrons are expected to be quiet.

5. Discuss the preliminary events of an orchestra concert. Which event marks the beginning of an orchestra concert? Choose a volunteer to act as the Concert Master, conductor, and principal oboist. Direct the concertmaster to walk to the front of the stage stage and to bow, while the rest of the class applauds. Ask the principal oboist to pantomime the tuning process. Explain that tuning is important because it allows all of the musicians to listen to each other to match sound and pitch, and that it is important for the audience to be quiet and attentive during this time so that the musicians can hear each other.

6. Ask the conductor to enter the stage and bow while the audience claps. Remind students that it is appropriate to clap once the conductor lowers his or her arms. Try challenging the orchestra not to be tricked into clapping too soon.

12

7. Follow-up with a more in depth discussion about the role of a conductor with students. Watch a brief excerpt of an orchestra concert or one of the supplemental videos that accompany this lesson about conductors. Ask the students to describe what the conductor is doing. Explain to students that the conductor uses the language of arm movement and body language to communicate the beat in addition to the loud and soft sections of the music so that all of the musicians can play together without getting lost. Play a piece of music from the concert repertoire and ask students to show the beat. How might hand gestures vary for louder sections versus softer sections?

Reflection• Ask students to list times in the concert when it is

appropriate to clap and times when it is not appropriate to clap.

• Ask students to determine whether or not their predictions from the beginning of class were accurate.

• Return to the list of questions generated in the beginning of class. Ask a student to read them aloud and discuss what the students have discovered.

• Review standard concert procedure. What comes first and last in a concert?

• Ask students to list important personnel members and describe their role.

Extensions• Extension: Using the Conducting 101 activity found on

page 32, have the students practice conducting.• Ask students write a short story or create a comic strip

of the different events that take place at an orchestra concert.

• Ask students write a “How to be a Good Audience Member” pamphlet using vocabulary from this lesson to inform students their age about appropriate behavior at an orchestral concert or event of their choice.

• Divide students into small groups and create short skits about what not to do at an orchestral concert using the vocabulary learned in this lesson. Have the students perform the skits for the class.

• Display the ASO musician roster on the board. Ask students the names of musicians in different roles. Ie. What is the name of the ASO’s Conductor? What is the name of the ASO’s Principal Flute player?

• Ask students to discuss the roles of other conductors such as a train conductor, an electrical conductor, etc. Compare and contrast their descriptions with the role of an orchestral conductor.

• Encourage students to apply the behaviors they learned in this lesson to school assemblies and performances.

Supplemental Videos“Class Notes: What to do at a Concert” Duration: 5:29 https://www.youtube.com/watch?v=re_SypFujRk

“A short guide to concert etiquette...learn how to attend concerts like a pro!” Duration: 4:22 https://www.youtube.com/watch?v=etKMvzjASFk

“Class Notes: What does a Conductor do?” Duration: 6:35 https://www.youtube.com/watch?v=x_6cTbyWP88

“Sesame Street: People in Your Neighborhood – Conductor” Duration: 4:03 https://www.youtube.com/watch?v=MJ4UGtDLLYc

Pre-Concert Events:1. Ushers show Patrons to their seats2. The Stage Manager asks the Stage Technician to dim

the house lights3. The Concert Master walks on stage and bows while the

audience claps4. The Concert Master signals to the Principal Oboist to

begin the tuning process while the audience is quiet5. The Conductor walks on stage and bows while the

audience claps6. The concert begins

13

Lesson 1: Let’s Visit the Orchestra!Pre and Post QuizDirections: Circle the correct answer for the questions below.

1. When is it appropriate to clap? a. During the tuning process b. When the Conductor walks on stage and bows c. During a piece of music d. When the Usher shows patrons to their seats

2. When is it NOT appropriate to clap? a. When the conductor lowers his or her hands b. After a piece of music ends c. During a piece of music

3. Which lights dim when the concert is about to begin? a. The stage lights b. The house lights c. The spot lights d. The flood lights

4. Which member of the orchestra plays the tuning note at the beginning of the concert? a. The Concert Master b. The Conductor c. The Principal Oboist d. The Principal Cellist

5. There are different behavior expectations depending on which event you attend. a. True b. False

6. Who flips the light switch at an orchestra concert? a. A Stage Technician b. The Stage Manager c. The Conductor

Name: __________________________

(over)

14

Match each word with its correct definition:

_______ Conductor

_______ Principal Musician

_______ Usher

_______ Concert Master

_______ Patron

a. Someone who shows you to your seat

b. The lead violin player

c. The person who directs the orchestra

d. Another name for an audience member

e. The lead player of an instrument section

Using numbers, put the following events in order:

_______ The orchestra tunes

_______ Ushers show patrons to their seats

_______ The lights dim

_______ The Conductor walks on stage

_______ The Concert Master walks on stage

15

Lesson 2: Meet the Families of the Orchestra

Objectives• Students will identify the instrument families of the

orchestra by sight and sound. • Students will identify where the instruments sit within

the orchestra.• Students will understand that each family produces

sounds in a unique way.

Duration• Approx. 40 minutes

Academic Standards • COS Music Gr. 3 #11, Gr. 4 #12, Gr. 5 #12

Lesson 2 Vocabulary• Brass Instrument- An instrument made out of metal such

as brass that produces sound when the musician buzzes his or her lips against a cup shaped mouth piece

• Woodwind instrument- An instrument generally made out of wood that produces sound when the musician blows air against a reed or across a hole to vibrate it.

• Sting instrument- An instrument made out of wood that produces sound when the musician vibrates the string either by using their bow or plucking the string.

• Percussion instrument- An instrument made out of a variety of materials that produces sound when it is struck or hit.

Introduction• Ask students what it means to be in a family. Does

each family member have a different role? Do all family members look the same?

Activities1. Introduce the four families of the orchestra. Watch the

following video: “Families of Instruments” LESSON CREATED BY MEGAN WOLFE USING VIDEO FROM Luis Francisco Martinez YouTube Channel Duration: 7:22 http://ed.ted.com/on/yUsNs0R8#watch

2. Discuss the different materials each instrument family is made out of.

3. Using the orchestra map, describe where each instrument family sits within the orchestra set up.

4. Describe the different ways each family produces sound. Ask the students to buzz their lips like they are playing a brass instrument, ask them to hit their desks like a percussionist, etc. You may use the Vibration Station worksheet found on page 30.

5. Play a few examples that follow #6. Ask the students to describe the sounds of the different instrument families in their own words. Creative descriptions welcome! Maintain a list of descriptions on the board as you proceed to #6.

6. Using the Instrument Cards hand out found on page 33 ask the students to cut out the cards. Play a few of the following examples. Ask the students to hold up the card that corresponds to the instrument family that they are hearing.

Alternative Methods • Using index cards, ask the students to draw their own instrument family cards and proceed with the listening activity. • Ask students to make different gestures when they hear different families (ie. to touch their noses when they hear strings, etc.)

BrassGiovanni Gabrieli’s Canzon No. 8, for 8 partshttps://www.youtube.com/watch?v=olIrf-uioD8

“First Call”/”Reveille”https://www.youtube.com/watch?v=SGnZxcS7VKA

StringsMozart - Divertimento in D major, K. 136 (1772)https://www.youtube.com/watch?v=7FRYoBy7iT8

A. Vivaldi: RV 109 / Concerto for strings & b.c. in C major / Budapest Stringshttps://www.youtube.com/watch?v=2O5Rx5DpTEg&list=PL674A2D5052E3287C

16

Woodwinds:Menuet and Finale in F Major D. 72 for Wind Octet: Menuett. Allegretto - Trio I & IIhttps://www.youtube.com/watch?v=Tx9aaXGIfJI

Mozart: Serenade “Gran Partita” / Members of the Berliner Philharmonikerhttps://www.youtube.com/watch?v=OWv5wvZ3w7I

Percussion:Eastman Percussion Ensemble: Fandango 13https://www.youtube.com/watch?v=k7BerR_qbLw

Michigan Percussion Ensemble | Concert Highlightshttps://www.youtube.com/watch?v=-jjkSVkxIMY

Reflection• Draw a blank orchestra map on the board. Ask students

to label where each instrument or instrument family sits.• Ask students to compare and contrast the families of

the orchestra. Are they made out of the same materials? Do they make sounds differently?

• Ask students why they think the different instrument sections within the orchestra are referred to as “families”.

• Peruse the supplemental videos.

Supplemental Videos“How brass instruments work - Al Cannon”Ted-EdDuration: 4:11https://www.youtube.com/watch?v=IYHfiQ4R7Bs

“How do woodwind instruments make a sound”Robert Reich-StorerDuration: 7:27https://www.youtube.com/watch?v=S6gBYYxvizs

“Hits of 2014 - played with household items.”ANDREW HUANGDuration: 3:27https://www.youtube.com/watch?v=Svg_fIoHij8

“Household Percussion Jam”BringhamDuration: 3:37https://www.youtube.com/watch?v=S8Cqyi5WxSU

Listening Examples to Accompany Pre & Post Quiz Example 1:“J.S.Bach Solo Suite no.1.for Bassoon Solo.”https://www.youtube.com/watch?v=cyDFhRk04dU

Example 2:“Flight of the Bumblebee - Canadian Brass”https://www.youtube.com/watch?v=xZO5KTJTwhE

Example 3:“Jason Sutter RUDIMENTAL snare drum solo Hands of doom”https://www.youtube.com/watch?v=drwep2DAKXQ

Example 4:“Air on the G String (Suite No. 3, BWV 1068) J. S. Bach, original instruments”https://www.youtube.com/watch?v=pzlw6fUux4o

Example 5:“A. Vivaldi: RV 110 / Concerto for strings & b.c. in C major / Budapest Strings”https://www.youtube.com/watch?v=LTJCRp7rnqk&list=PL674A2D5052E3287C

17

Lesson 2: Meet the Families of the OrchestraPre and Post QuizDirections: Circle the correct answer for the questions below.

1. An instrument made out of a variety of materials that produces sound when it is struck or hit is a(n): a. Brass instrument b. Woodwind Instrument c. String Instrument d. Percussion instrument

2. An instrument made out of metal that produces sound when the musician buzzes their lips against a cup shaped mouth piece is a(n): a. Brass instrument b. Woodwind Instrument c. String Instrument d. Percussion instrument

3. An instrument made out of wood that produces sound when the musician vibrates the string either by using their bow or plucking the string is a(n): a. Brass instrument b. Woodwind Instrument c. String Instrument d. Percussion instrument

4. An instrument generally made out of wood that produces sound when the musician blows air against a reed or across a hole to vibrate it is a(n): a. Brass instrument b. Woodwind Instrument c. String Instrument d. Percussion instrument

Name: __________________________

(over)

18

Listening

Listen to example 1. Which instrument family do you hear? ___________________________________





19

Lesson 3: Meet the Composers!

Objectives• Students will recognize and compare characteristics of

music by different composers and time periods• Students will use musical vocabulary to describe

classical music• Students will identify melodic themes in classical

music

Duration• 15-30 minutes per activity

Academic Standards • NAfME: MU:Re7.2.3a, MU:Re7.2.4a, MU:Re7.2.5a• MU:Re7.1.3a, MU:Re7.1.4a, MU:Re7.1.5a• COS Gr. 3 #11, 12; Gr. 4 #10, 12; Gr. 5 # 12, 14; Gr. 6 #7

Lesson 3 Vocabulary• Dynamic- How loud or soft the music is• Homophony- When all of the instruments play different

notes, but change notes at the same time• Melody- The notes that make up a tune or theme• Melody and accompaniment- When one instrument

has the melody and the others support the melody by playing background music

• Opera- A dramatic work that tells a story through singing and orchestra

• Orchestration- The act of assigning music to instruments of the orchestra and selecting which instruments play specific parts

• Overture- Music that introduces an opera. It often contains music that is heard later in the opera

• Polyphony- When the instruments play different notes and change notes at different times

• Tempo- How fast or slow the music is• Unison- When multiple instruments play the same notes

at the same time

A brief note about lesson 3: Activities are designed to accompany each composer or compare and contrast them. You may additionally use the Guided Listening Quilt found on page 34 for each musical selection to guide listening preceding the discussion questions. Lesson 3 also reviews concepts from Lesson 2.

Wolfgang Amadeus Mozart (1756-1791)Era: ClassicalBorn in Austria, Wolfgang Amadeus Mozart was a child prodigy who began composing and performing on the piano and violin when he was only six years old. One of the greatest composers to ever live, Mozart wrote over 600 pieces of music in his lifetime.

You will hear: Eine kleine Nachtmusik Mvt. 1Eine kleine Nachtmusik is German for “a little night

music” (Eine= a; kleine= little; Nacht= night; Musik= music!). Mozart’s music is characterized by clearly delineated themes and sections and memorable melodies, a characteristic of the Classical Era.

ActivityPlay the two themes from the exposition a few times. Alternatively, use the word melody instead of theme. Ask the students to list characteristics about each theme (i.e. Theme 1 is Happy and energetic; Theme 2 is Gentle and graceful). Ask the students to sing theme 1 and theme 2. Listen to the whole movement. Ask the students to indicate when they hear each theme (i.e. Ask the students to raise their left hands when they hear theme 1. Ask the students to raise their right hands when they hear theme 2). Hint: the themes come back towards the end!

“Mozart - Eine Kleine Nachtmusik, K 525 Allegro”Duration: 5:44https://www.youtube.com/watch?v=FCi2u265wxQ

Theme 1- 0:00 (1:36, 3:47)Theme 2- 0:48 (2:24, 4:32)Bonus question: What happens at 3:12?

20

Ludwig van Beethoven (1770-1827)Era: Classical/RomanticGerman composer Ludwig van Beethoven was one of the greatest and most influential composers of all time. Despite losing his hearing and becoming completely deaf, he composed, conducted, and performed on the piano his entire life. He is most well-known for his nine symphonies.

You will hear: Overture from FidelioAn overture is a piece that the orchestra plays,

without singers, before an opera begins. The overture usually contains themes and melodies that will appear later in the opera. Fidelio is an opera about a woman, Leonora, who goes undercover as a man to rescue her husband, Florestan, from being unfairly imprisoned by the Governor, Pizzaro, in Spain in the 1700s. Leonora uses the undercover name Fidelio. Beethoven’s music is characterized by being extremely dramatic. Dramatic music contains frequent changes in mood, tempo, and dynamics. Romantic Era music is often very dramatic.

Activity• Ask students to identify when they feel the mood

change. Listen to the first few bars of the Overture to Fidelio. Ask the students to raise their hands when they hear mood changes.

• Ask your students the following post-listening questions:

• The name Fidelio is derived from the Latin fides, meaning faith or faithfulness. Why do you think Leonora chose this name when she went undercover? • Listen to the ending of the overture and make a prediction. Based on how the overture ended, do you think that Leonora will be Triumphant? Why do you think that?

“Beethoven: Fidelio - Ouverture / Leonard Bernstein”Duration: 8:50https://www.youtube.com/watch?v=NA3bi_evCZk

Johannes Brahms (1770-1827)Era: RomanticJohannes Brahms was a German composer who experienced great success during his life time, and is still highly regarded today! Brahms’ biggest musical influence was Beethoven. Like Beethoven, Brahms put more importance on his compositions than he did his appearance. Sometimes, his pants would fall down when he

was conducting! Brahms was such a perfectionist, that he often spent many years writing his symphonies.

You will hear: Mvt. 3 from Brahms Symphony No. 1Even though Brahms lived in the Romantic era,

Brahms’ style can be marked by having elements from Mozart’s time as well as Beethoven’s time. While the music contains memorable and returning melodies, it is often difficult to tell if the music is felt in 2, 3, or 4, as some of the melodies end on unusual beats, a characteristic of

the romantic period. Brahms’ music is often dramatic and reflects struggle and triumph. His music often evokes a sense of heroism, but isn’t about a particular person. He also writes a lot of introspective music about friendship.

ActivityStudents will draw connections between the Brahms Example and both the Mozart and Beethoven Example

Ask students to identify when theme 1 (or melody 1) returns by raising their hands (BONUS QUESTION: Which instrument plays the theme?). Explain that like Mozart, it is easy to hear when the theme comes back. Ask students what happens in between the first and second iteration of the theme. Does the mood change? How so? How do you think Brahms was feeling when he wrote this music? Explain that like Beethoven, this music is highly dramatic.

“Brahms Symphony No. 1 in C Minor - III. Un poco Allegretto e grazioso --- KARAJAN”Duration: 4:43https://www.youtube.com/watch?v=dekswN0JqCs

Theme 1: 0:00, 3:17

21

Nikolay Rimsky-Korsakov (1844-1908)Era: Romantic/ContemporaryNikolay Rimsky-Korsakov was a Russian composer during the 19th Century. Rimsky-Korsakov was a highly influential figure when it came to orchestration, and his methods influenced many composers for years to come. He was a great teacher and taught

composition at the St. Petersburg Conservatory. His music is often influenced by traditional Russian music and folk music which is based on songs and dances.

You will hear: Rimsky-Korsakov: The Snow Maiden - Suite - 4. Dance of the Tumblers (Danse des bouffons)

Rimsky Korsakov’s music is often based on stories. Many times, it makes you want to dance! Sometimes, he has one instrument represent a specific character, a great example of orchestration. The Snow Maiden is a Russian Fairy Tale that tells the story of a wedding between the beautiful Snow Maiden and Mazgir who wins her love in a contest.

ActivityAsk the students to share what activity they think is happening during this music. If they are having trouble, ask if it makes them want to dance or celebrate! Do they hear different instrument groups represented? Who or what might the different instrument groups represent? Be creative!

“Rimsky-Korsakov: The Snow Maiden - Suite - 4. Dance of the Tumblers (Danse des bouffons)”Duration: 3:36https://www.youtube.com/watch?v=B9GK7qtVsJg

Dmitri Shostakovich (1906-1975)Era: ContemporaryDmitri Shostakovich was a Russian composer of the 20th century. He lived in Russia at a time when the government demanded that all music written “celebrate the greatness of Russia.” However, Shostakovich’s music was often sarcastic and went against this principle, causing the government to ban his music more than once.

You will hear: Symphony No. 5, Mvt. 4Shostakovich wrote about his own internal struggles.

Listen to the opening of Mvt 4 of his 5th Symphony. Shostakovich often uses large orchestrations that require many people to play in the orchestra. Much of his music is introspective and is very rhythmic. How do you think Shostakovich was feeling?

ActivityAsk students to compare and contrast the music of Mozart to the music of Shostakovich. Use a few of the following questions to guide your discussion: How did each example make you feel? Did you feel differently? How do you think each composer was feeling when they wrote their music?

“D.Shostakovich. Symphony № 5. Movement 4”Duration: 11:23https://www.youtube.com/watch?v=7mI4WLAhjj0

Photo: Deutsche Fotothek

22

Lesson 3 Bonus Activities#1: Students will compare and contrast the music of Shostakovich and Rimsky-Korsakov.Compare and contrast the mood created in Music by Russian Composers Rimsky-Korsakov and Shostakovich. Even though both composers were Russian, does the music feel different? How do the pieces make you feel?

“Shostakovich: Symphony No. 5 / Bernstein · New York Philharmonic Orchestra”https://www.youtube.com/watch?v=0FF4HyB77hQ

“Rimsky-Korsakov: The Snow Maiden - Suite - 4. Dance of the Tumblers (Danse des bouffons)”https://www.youtube.com/watch?v=B9GK7qtVsJg

#2: Students will recognize different textures in classical music.1. Review Homophony, polyphony, unison, and melody

and accompaniment. Draw a graph similar to the one below on the board. Ask students to fill in yes or no.

2. Compare and contrast the textures in Mozart’s Symphony No. 40 and Beethoven’s Symphony No. 3. Using the videos below that show musical texture visually. Does one instrument family play the melody or is the melody shared among different families in each example? Which instruments do you hear playing the melody? Does the music feature the orchestra playing in unison or does it feature instruments playing by themselves?

“Beethoven, Symphony 3 (“Eroica”), 1st movement”https://www.youtube.com/watch?v=G2tEVVeGCk0&index-=16&list=PL95BB6F023B0F2E78

“Mozart, Symphony 41, Jupiter, 4th mvt. (shapes)”https://www.youtube.com/watch?v=SiX3z_fOR5k

Discussion QuestionIs melody and accompaniment a type of unison, homophony, or polyphony?

ExtensionArrange students in groups and ask them to write a mini report of fun facts about one of the composers they will hear at the concert. Ask them to listen to other works not listed in this guide by their composer, and to select a piece that they like. Ask them to explain why they like that piece. Be specific!

23

Lesson 4: What Makes a Superhero?

Objectives• Students will recognize and describe how heroism is

conveyed in music. • Students will use and learn musical vocabulary.• Students will reflect on their personal heroes.• Students will create their own heroes.

Duration• 30-40 minutes

Academic Standards • NAfME MU:Cn10.0.3a; MU:Cn10.0.4a;

MU:Cn10.0.5a; MU:Cn10.0.6a

Lesson 4 Vocabulary• Forte- Loud or strong• Piano- Soft or gentle• Mezzo forte- slightly loud• Fortissimo- Very loud• Pianissimo- Very soft• Adagio- Slowly

• Andante- At a walking pace• Allegro- At a fast pace • Vivace- Very fast and with life!• Finale- The final part of the music• Tutti- When all musicians play together• Solo- When one instrument plays by itself

Introduction1. Ask the students to name and describe characteristics

of superheroes that are familiar to them. Maintain a list of superhero characteristics on the board.

2. Listen to the story of William Tell via the link provided or read the text aloud. Review important characters and plot points from the story.

3. List characteristics of William Tell and compare them to the initial list of superhero characteristics. Circle them if they have already been listed or create a new list of “William Tell Characteristics”

Activities1. Review the musical terms vocabulary.2. Ask the students to make predictions about what the

music will sound like using the musical terms. Will it be forte or piano? What instruments do you think you will hear, etc.? Will the music be adagio or allegro?

3. Using the Prompted Listening Guide found on page 25, listen to the William Tell Overture Finale. You may make copies for individuals and have them complete their own guide as they listen by circling or pointing to what they hear. The guide will ask students to listen for dynamics, tempo, and instrumentation choices.

4. Ask the students why Rossini would have made the musical decisions that he did. Why did he make the music fast instead of slow? Why does the orchestra play tutti instead of featuring solo instruments?

Review• Remind students that composers and artists make

choices based on what they would like to express.• Review Rossini’s musical choices and why he selected

them.• Submit your students’ drawings to be displayed at the

concert. Use the submission form found on page 36.

Extensions• Listen to the first few minutes of Aaron Copland’s

Fanfare for the Common Man. Tell students that this piece is not about a particular person, but heroism in general. Ask students to listen to the music and create their own heroes based on what they hear. Where does he or she live? What characteristics do they have? Do they have any special powers? What happens to him or her?

• Ask students to identify individuals in their lives who portray heroic characteristics. Ask them to write a short story of their hero, identifying the heroic characteristics they portray and using anecdotes to illustrate those characteristics. Ask students to read their stories aloud to the class.

• Ask the students to create their own superhero. What does he or she do? What special powers and heroic characteristics does he or she possess? What is his or her name? Draw a picture of him or her.

To accompany Superheroes of the Symphony on November 9, 2016. Lesson 4 reviews concepts from Lesson 2.

24

Accompanying Videos“The Story of William Tell”Short-Story-Time.comAudio and text versionshttp://www.short-story-time.com/william-tell.html

“William Tell Overture Finale”Milwaukee Symphony OrchestraDuration: 2:05https://www.youtube.com/watch?v=YIbYCOiETx0

“Copland- Fanfare for the Common Man”New York PhilharmonicDuration: 4:16https://www.youtube.com/watch?v=FLMVB0B1_Ts

25

Lesson 4: What Makes a Superhero?Prompted Listening Guide SampleQuestions

Directions: Circle the correct answer for the questions below.

1. What Dynamic do you hear at the beginning? a. Pianissimo b. Piano c. Forte

2. Does the music always stay at the same dynamic? a. Yes b. No

3. What instruments do you hear at the beginning? a. Brass b. Strings c. Percussion d. Woodwinds

4. Do you hear musicians playing tutti or solo? a. Tutti b. Solo

5. What dynamic do you hear at the end? a. Pianissimo b. Mezzo forte c. Fortissimo

6. What tempo is the music? a. Lento b. Adagio c. Andante d. Allegro vivace

Name: __________________________

26

Lesson 5: How to Tell a Musical Story

Objectives• Students will recognize music’s ability to express

literary elements.• Students will create their own story inspired by a

piece of music with or without prompts.

Duration• 40 minutes

Academic Standards • COS Language Arts Gr 3 #3, #24, Gr. 4 #24, 25, 39;

Gr. 5 #24, 25, 39, Gr. 6 # 23, 2439• MU:Re7.2.3-6a

Introduction• Discuss the different elements of a story: setting,

character, plot, mood.• Select a piece from the list below to which your

students will write a story by the end of this lesson. Play the selection for your students. Ask the students to close their eyes while they are listening. Afterwards, ask they how the music made them feel or if it made them think of any images.

“D.Shostakovich. Symphony № 5. Movement 2”https://www.youtube.com/watch?v=CeNmzcelwnM

“Elgar - Enigma Variations, Op. 36 (6/-)”https://www.youtube.com/watch?v=51BEXGUcjO8

Activities1. Discuss how music can express different story elements.

Here are a few ideas below: • Character: Instruments can represent different characters. Watch this aria from the Opera the Magic Flute as an example. Which instrument represents the Character Papageno in his Aria about his love for Papagena? “The Magic Flute: “Pa-pa-pa Papageno” - Nathan Gunn (Met Opera)” https://www.youtube.com/watch?v=qF0lidudY74

Here is another example where Rimsky Korsakov uses musical imagery to describe a bumble bee. Do you hear the buzzing of the wings played by the fast notes in the orchestra? “Flight of the Bumble Bee” https://www.youtube.com/watch?v=MW8asBxO4oI

• Setting: Music can tell about a particular time and place. Listen to Beethoven Pastoral Symphony. Which time of year does this music sound like? “Beethoven Symphony 6 Pastoral 1st Movement Karajan” https://www.youtube.com/watch?v=_zKiDXbwdR0 Contrast the Beethoven excerpt with “Winter” from Vivaldi’s Four Seasons. “Vivaldi Winter (Full HD) Classical music” https://www.youtube.com/watch?v=HkM0U__wBxc

2. Ask students to consider different story elements. Play your musical selection again. Ask students to consider different characters. Is there a main character? Is there a supporting character? Do they hear different instrument families during the music? Does each family represent a different character? Using the Story Worksheet found on page 27, have students record their answers.

3. Ask students to consider different moods: Play your musical selection again and ask students if the mood changes or if it stays the same throughout. Record responses on the Story Worksheet.

4. Plot: Play your musical example and ask students to think about events that happen in the story. Record responses on the Story Worksheet.

5. Using the Story Worksheet, ask the students to write a one-page story inspired by your musical selection. Submit stories to the ASO by February 1 to have them displayed at the concert and to be entered into the Essay Contest. Use the submission form found on page 29.

To accompany Marvels, Magic & Myths on February 23, 2017. Lesson 5 reviews concepts from Lesson 2.

27

Lesson 5: Story WorksheetCharacter

What does the character look like? ____________________________________________________________________________

What does he or she do? ________________________________________________________________________________________

What is the character’s name? _________________________________________________________________________________

Are there other characters in the story? Who? ______________________________________________________________

Do you like the character? Why? ______________________________________________________________________________

______________________________________________________________________________________________________________________

Setting

What is the setting of the story? _______________________________________________________________________________

Mood

What is the mood of the story? ________________________________________________________________________________

Plot

Listen to the music. What are some events that happen?

Event 1: ____________________________________________________________________________________________________________

Event 2: ____________________________________________________________________________________________________________

Event 3: ____________________________________________________________________________________________________________

Is there a conflict in the story? How does it get resolved?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Name: __________________________

28

Write Your Story!

Title: __________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Name: ____________________________ Grade: ___________ School: _______________________Teacher: ____________________________

29

Submit your stories to the Essay Contest!Submission FormTo accompany Lesson 5

Instructions: • Entries must be received by 5pm on February 1, 2017 • One entry form may accompany one school or family • The ASO encourages teachers to prescreen entries if possible

Entries may be mailed to:Essay ContestAlabama Symphony Orchestra3621 6th Avenue SouthBirmingham, AL 35222

School, Group, or Family name: ________________________________________________________________________________

Address: ___________________________________________________________________________________________________________

Contact name: ____________________________________________________________________________________________________

Contact email: ____________________________________________________________________________________________________

Phone: _____________________________________________________________________________________________________________

# of entries: _______________________________________________________________________________________________________

30

Vibration Station

You try it:Blow across the top of an empty water or soda bottle and listen to the sound that the vibrating air creates. Try filling the bottle with different amounts of water. Does more water in the bottle make the sound higher or lower? Also, try blowing across different sized bottles. Do small bottles sound different than large bottles? Fill several bottles with different amounts of water, and you can even play a song!

Did you know that your voice is a musical instrument too? It makes sound when air passes through your vocal cords and makes them vibrate.

You try it:Put your fingertips on your throat and make a sound with your voice. Can you feel the vibrations? How many different sounds can you make? How do the vibrations change? Can you make them go faster or slower?

String instruments, like the violin, make sound when their strings vibrate.

You try it:Take the top off of an empty shoebox and place several different sized rubber bands around it. Pluck the rubber bands, watch them vibrate and listen to the sound they make. Which rubber bands vibrate faster? Which ones vibrate slower? Do some rubber bands sound higher or lower than others?

Percussion instruments, like drums, cymbals, and maracas, make sound when you hit them or shake them, causing the instrument itself to vibrate.

You try it:Play several different percussion in your music classroom or find things at home that you can hit or shake. What is each instrument made of? What does each material look like and sound like when it vibrates? Hit something metal, then grab it with your hand: why does the sound stop?

You try it:Purse your lips together like you are going to whistle. Now “buzz” your lips so that they vibrate. What does it feel like? Can you make the sound go higher or lower? Can you “buzz” a tune? Try buzzing into a paper towel tube. What happens to the sound?

Brass instruments, like the trumpet, make sound

when you vibrate your lips together and put

them up to the mouthpiece.

All musical instruments use vibration to make sound, but different instruments vibrate in different ways. You can use everyday objects to discover how each family of the orchestra

makes its unique sound.

Woodwind instruments, like the flute and clarinet, make sound when air vibrates

through them.

31

Orc

hest

ra S

eatin

g Ch

art

32

Conducting 101You can see shapes, lines, and patterns in the orchestra just by watching the conductor. Depending on the meter of a piece of music, the conductor uses special patterns to show the orchestra where the beats are.

When a piece of music is in groups of two beats, or duple meter, the conductor beats “in 2.” Start with your hand near the middle of your body. Move your hand straight down for Beat 1, then straight up for Beat 2.

What kind of shape or lines does this look like?

Conduct along in 2:BEETHOVEN - Symphony No. 7 - Leonard Bernstein (2)https://www.youtube.com/watch?v=J12zprD7V1k

Do you know any songs that you can conduct in 2?

When a piece of music is in groups of three beats, or triplemeter, the conductor beats “in 3.” Start by moving your hand down for Beat 1 like before. This time, move your hand up and to the right for Beat 2, then up and back to center for Beat 3.


Conduct along in 3:La Peri: Fanfare — Dukashttps://www.youtube.com/watch?v=ouK3viJ7E4o

Do you know any songs that you can conduct in 3?

Sometimes a piece of music with duple meter has longer phrases, so it works better for the conductor to beat “in 4” instead of “in 2.” To conduct in 4, move your hand down for Beat 1, up and to the left for Beat 2, straight across to the right for Beat 3, and up and back to center for Beat 4.


Conduct along in 4:Mozart, Eine Kleine Nachtmusikhttps://www.youtube.com/watch?v=tSL5-wxgvFY

Listen to the “William Tell Overture”. Would you conduct it in 2 or 4? Try Both!https://www.youtube.com/watch?v=xoHECVnQC7A

Conducting 101

You can see shapes, lines, and patterns in the orchestra just by watching the conductor. Depending on the meter of a piece of music, the conductor uses special patterns to show the orchestra where the beats are.

START

1

2 When a piece of music is in groups of two beats, or duple meter, the con-ductor beats “in 2.” Start with your hand near the middle of your body. Move your hand straight down for Beat 1, then straight up for Beat 2. What kind of shape or lines does this look like? Conduct along in 2: BEETHOVEN - Symphony No. 7 - Leonard Bernstein (2) https://www.youtube.com/watch?v=J12zprD7V1k Do you know any songs that you can conduct in 2?

START

1

2

3

When a piece of music is in groups of three beats, or triple meter, the conductor beats “in 3.” Start by moving your hand down for Beat 1 like before. This time, move your hand up and to the right for Beat 2, then up and back to center for Beat 3. What kind of shape or lines does this look like? Conduct along in 3: La Peri: Fanfare — Dukas https://www.youtube.com/watch?v=ouK3viJ7E4o Do you know any songs that you can conduct in 3?

START

1

2 3

4

Sometimes a piece of music with duple meter has longer phrases, so it works better for the conductor to beat “in 4” instead of “in 2.” To conduct in 4, move your hand down for Beat 1, up and to the left for Beat 2, straight across to the right for Beat 3, and up and back to center for Beat 4. What kind of shape or lines does this look like? Conduct along in 4: Mozart, Eine Kleine Nachtmusik https://www.youtube.com/watch?v=tSL5-wxgvFY Listen to the “William Tell Overture”. Would you conduct it in 2 or 4? Try Both! https://www.youtube.com/watch?v=xoHECVnQC7A

Conducting 101


START

1


START

1

2

3


START

1

2 3

4


Conducting 101


START

1


START

1

2

3


START

1

2 3

4


Instrument Cards

Woodwinds Brass

StringsPercussion

34

Guided Listening Quilt

Which instruments do you hear?

Strings

Woodwinds

Brass

Percussion

What is the dynamic?

Soft

Medium

Loud

What is the texture?

Unison

Melody and accompaniment

Polyphony

Homophony

What is the tempo?

Fast

Medium

Slow

35

GlossaryAdagio- Slowly

Allegro- At a fast pace

Andante- At a walking pace

Brass Instrument- An instrument made out of metal such as brass that produces sound when the musician buzzes their lips against a cup shaped mouth piece

Concert Master- the lead first violin player in an orchestra who is responsible for beginning the tuning process

Conductor- A person who directs the performance of an orchestra

Dynamic- How loud or soft the music is

Finale- The final part of the music

Forte- Loud or strong

Fortissimo- Very loud

Homophony- When all of the instruments play different notes, but change notes at the same time

House lights- The lights that shine onto the audienceMelody- The notes that make up a tune or theme

Melody and accompaniment- When one instrument has the melody and the others support the melody by playing background music

Mezzo forte- slightly loud

Opera- A dramatic work that tells a story through singing and orchestra

Orchestration- The act of assigning music to instruments of the orchestra and selecting which instruments play specific parts

Overture- Music that introduces an opera. It often contains music that is heard later in the opera

Patron- another word for audience member or someone who has purchased a ticket to an event

Percussion instrument- An instrument made out of a variety of materials that produces sound when it is struck or hit.

Pianissimo- Very soft

Piano- Soft or gentle

Polyphony- When the instruments play different notes and change notes at different times

Principal Musician- The first chair player of each instrument section

Section- A group of musicians who play the same instrument

Solo- When one instrument plays by itself

Stage lights- The lights that shine onto the performers on stage

Stage Manager- the person who is responsible for setting up the chairs of the orchestra and directing when the lights turn on and off

Stage technician- The person off stage who assists the stage manager and turns the lights on and off

String instrument- An instrument made out of wood that produces sound when the musician vibrates the string either by using their bow or plucking the string.

Tempo- How fast or slow the music is

Tutti- When all musicians play together

Tuning process- Led by the principal oboist, the process in which all musicians of the orchestra match sound and pitch before the concert begins

Unison- When multiple instruments play the same notes at the same time

Usher- A person who helps audience members find their seats

Vivace- Very fast and with life!

Woodwind instrument- An instrument generally made out of wood that produces sound when the musician blows air against a reed or across a hole to vibrate it.

36

Submit Student Work from these Lessons to the ASO!We’dlovetoseewhatyourstudentshavecreated!

To accompany all lessons

Submission Form

Instructions: Complete the information below, enclose student work, and mail to:

Education DepartmentAlabama Symphony Orchestra3621 6th Avenue SouthBirmingham, AL 35222

School, Group, or Family name: ________________________________________________________________________________

Address: ___________________________________________________________________________________________________________

Contact name: ____________________________________________________________________________________________________

Contact email: ____________________________________________________________________________________________________

Phone: _____________________________________________________________________________________________________________

Any Comments?

37

We Want to Hear from You!Now that you’ve seen an ASO Concert, write us a letter and tell us about your experience.

You can write your own letter or use this sheet as a guide. Send your letters to:

Alabama Symphony OrchestraAttn: Education

3621 Sixth Avenue SouthBirmingham, AL 35222

Dear Alabama Symphony Orchestra,

I just came to see a Young People’s Concert called __________________________________________________________.

One thing I liked about the concert was ______________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________.

My favorite piece of music you played was ___________________________________________________________________

______________________________________________________________________________________________________________________.

Something new that I learned was _____________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________.

If I could play an instrument in the orchestra, I would play the ____________________________________________.

Sincerely,

______________________________________________

______________________________________________

______________________________________________

Name

Address

Date __________________________

For more information about Education Concerts and to reserve seats, visit: alabamasymphony.org/educationconcerts.htm

young people's concerts 2016-2017 teacher guide

Documents