Music Takes Flight! November 2018

Transcription

1 Music Takes Flight! November 2018 Special thanks to our partners and supporters! 1

2 C4K Clef-Notes Who This concert is presented by Classics 4 Kids ( Classics Philharmonic Orchestra (professional orchestra) performs the music Conductor Dana Zimbric is the host and leader of the orchestra With Special Guests: o Francis French, San Diego Air and Space Museum o Malashock Dance o SDSU Community Music School, String Academy - What Music Takes Flight! o Die Fledermaus Waltz by Johann Strauss II o Orchestral Suite No. 3 in D Major, Air by JS Bach o Ancient Airs and Dances, Suite 1, II. Vincenzo Galilei: Gagliarda by Ottorino Respighi o The Tale of Tsar Saltan, Flight of the Bumblebee by Nikolai Rimsky-Korsakov o Canival of the Animals: Hens and Roosters, Aviary, The Swan by Camille Saint- Saens o Off We Go Into the Wild Blue Yonder o Star Wars by John Williams Where Balboa Theatre, th Avenue, San Diego, CA When Thursday, November 15, 2018 at 10:00 & 11:45am Friday, November 16 at 10:00am & 11:45am For questions about your reservation, call Kiran at ext. 101 or send an to kshelat@classics4kids.org Classics 4 Kids Concert Behavior MUSIC : M = Make your school proud by your excellent behavior U = Use your best citizenship skills S = Stay in your seat I = Eyes and ears focus on the performers C = Clap to show appreciation Additional information is available on our website: 2

3 Composer: Johann Strauss, II About the Composer: Johann Strauss II ( ) was an Austrian composer, conductor and violinist. His father, also called Johann, was also a very famous composer, and is now known as Johann Strauss I (or Johann Strauss Sr). Strauss became very famous for his waltzes. He was known as the King of the Waltz. His most famous waltz The Blue Danube. His father wanted him to go in for banking, but the young Johann took violin lessons in secret from a man called Franz Amon who was the leader of his father s orchestra. At the age of 18, Strauss organized his own orchestra and gave a concert which included six of his own waltzes and some of his father s. He was soon becoming more famous than his father. After his father died in 1849 the two orchestras joined into one and the young Johann was their conductor. He was given the title of Musical Director of the Court Ball. He was always especially busy during Carnival time when there were lots of balls in Vienna. He toured most of Europe with his orchestra, even going to Russia where he conducted some music by Tchaikovsky. Johann Strauss II was becoming the king of the waltz, the most famous musician in Austria. Together with his brothers Josef and Eduard, Johann had complete control of the balls and concerts in the houses of the rich people in Vienna. Wherever he went he was surrounded by lots of admirers. His waltzes are still as popular as ever, and millions of people in different countries hear them on television on New Year's Day when they are played by the Vienna Philharmonic Orchestra at their traditional New Year s Day concert. About the Music: Die Fledermaus Waltz Die Fledermaus ( The Bat ) is an operetta (comic opera). The main character is Dr. Falke whose nickname is the bat. In the operetta, Dr. Falke has been tricked by his friend Eisenstein. Die Fledermaus (Dr. Falke) schemes to get back at his friend. Thought to be the most popular operetta in Western Music, this delightful operetta has been the delight of audiences since its premier in 1874 in Vienna. Unlike today s Batman, Die Fledermaus is not a superhero! But the music is just as grand. 3

4 The Waltz The waltz is a dance in three. The Viennese Waltz is a style of dance made popular in Vienna in the 1800s and a dance variant is still used today in Ballroom Dance. The music of a waltz is counted in three. There are many pieces of music called waltzes though not all were meant to accompany the dance. The Bat Waltz Fun Activity Pre-School and Kindergarten: Invite students to stand in the middle of the room. Ask students to identify the different parts of a bat (ie. wing) and show how it moves (ie. raising and lowering an arm). Play the music to Die Fledermaus Waltz and encourage students to move around the room with their bat parts (making sure to give their neighbors plenty of space). Tell students to listen to the music carefully and adjust their movements to the speed of the music (fast/slow). First thru Third Grades: Invite students to stand in the middle of the room. Ask students to identify the different parts of a bat (ie. wing) and show how it moves (ie. raising and lowering an arm). Play the music to Die Fledermaus Waltz and encourage students to step around the room to the beat, moving their bat wings. Tell students to listen to the music carefully and adjust their movements to the speed of the music (fast/slow). Have students change their movements with the melody: when the music pitch goes higher, their dance movements (arms/wings) should too. When the music gets softer, have them make their movements smaller. Have students experiment with different kinds of movements: gliding, skipping, stretching. Fourth and Fifth Grades: Invite students to stand in the middle of the room and close their eyes, or face the wall (if students are self concious). Play the music to Die Fledermaus Waltz and encourage students to step in place to the beat, and making a difference between beat 1 (the strong beat) and beats 2 and 3 (weaker beats). Have students sway to one side on beat one (hold 2-3), then the other side, getting comfortable with the beat. Now have students stand in a circle. Tell students to listen to the music carefully while they walk in time to the music. See if the class can sway in and out together with the beat of the music, while walking slowly in a circle. Next, have students experiment with moving their arms like wings. As they listen to changes in dynamics (loud and soft), have them adjust their arm movements: When the music gets softer, have them make their movements smaller (louder=bigger). 4

5 Composer: Johann Sebastian Bach ( ) Composer Biography: J.S. Bach (known as Sebastian ) was born in Germany to a prominent musical family. In fact there were areas of Germany where simply saying the name Bach meant the same as the word musician. He had more than 70 cousins, brothers, uncles and other relatives who worked as professional musicians, choirmasters, and composers. Needless to say, music was in Bach s blood from his birth. Bach s older brother Christoph taught him how to play organ, harpsichord, and even how to repair broken organs. These were important skills Bach used throughout his life. When Bach was fifteen, he left his brother s home to look for a job. The story is that he traveled by foot some 200 miles to Luneberg. He began going to school there, and to earn money to pay room and board, sang in the choir. By the time Bach was 19 years old, he was a working professional musician. He started by playing violin in a royal court and eventually worked his way into being church organist, Music Director, teacher, composer, and Kappelmeister (orchestra leader). Throughout Bach s life he performed music, wrote music for all instruments, and historically his music has become the prime example of the Baroque style. About Bach s Music: Orchestral Suite No. 3 in D Major, II. Air Bach s Air has nothing really to do with oxygen at all. This famous music is the second movement of Bach s 3 rd Orchestral Suite. It is a simple, slow melody over a patterned bass line. In music the word Air means a simple tune or melody. When used in opera or vocal music you might see it written Aria. The Air during Bach s time was a common musical movement when composer s were writing suites (musical pieces with more than one movement or section). Today this piece is commonly associated with weddings, lullabies, and relaxation. Classics 4 Kids will present Bach s Air with dance by Malashock Dance. The dancers will be using the lightness and flowing nature of the music to show how the air around us moves. Of course without air there would be no flight, so it s a perfect match for our Music Takes Flight concert. 5

6 Move in the Air fun activity Pre-School and Kindergarten: Grab your colorful scarves, a parachute, balloons or anything that nearly floats! Listen to Bach s Air and keep those items floating. Have students experiment with moving them fast and slow. Which matches the music better? (slow) First thru Third Grades: Have students stand in the room with plenty of personal space. While listening to Bach s Air, have students experiment with moving through space. Which body movements match the music better: jumping, quick steps, and kicks or gliding, slow lifting, and stretching? Fourth and Fifth Grades: Share with the students that Bach s Air will be accompanied by dancers. The dancers will be communicating the role of air in our world. Have students discuss the movements the dancers may do. Will the dancers move quickly, or slowly as the music? How might the dancers communicate the idea of floating on air or flying? If the dancers used props, what might those be (balloons? Kites? Parachutes? Scarves?) 6

7 Composer: Ottorino Respighi Composer Biography Ottorino Respighi was born in Bologna in He studied violin, viola, and composition at the Liceo Musicale. In 1900 he took a position as first violist in the Opera Orchestra in St. Petersburg, Russia, where he also studied composition with Rimsky-Korsakov. He was mostly known as a soloist and it was not until 1908 after performances of his operatic works that he was appointed a professor of composition at the Conservatorio Santa Cecilia in Rome. He later became Director of the school, but resigned in 1923 to devote himself to writing music and giving concerts. While he wrote operas, he is best known for his two symphonic poems The Fountains of Rome and The Pines of Rome. About the Music: Although Respighi was a 20 th century composer, and he wrote his Ancient Airs and Dances, Suite I in 1917, the music was based on very old music. Respighi chose music written for lute (a very old guitar like instrument) in the Renaissance time as the basis for his piece. Classics 4 Kids will perform the second movement of this piece called II. Vincenzo Galilei: Gagliarda. The music is based on a musical theme written hundreds of years ago by Vincenzo Galilei who happened to be the father of the very famous astronomer and physicist Galileo. Without Galileo s observation and scientific method, humans would never have discovered how to fly! The word Gagliarda refers to the style of the music. The Gagliarda was an Italian Renaissance dance. From the original lute music, called Italiana: Respighi used this theme as the smooth second theme in his 1917 music. 7

8 Contrasting styles fun activity: Respighi s music has two contrasting themes the first is bright and jumpy with short separated notes. The second is smooth, connected, and lyrical. While listening to Respighi s music, listen for the different styles. Ideas: Create body movements for each of the two themes and as the music changes, change your body along with it. Create a chart with different symbols for each of the sections. As the music plays count the beats, or time it with a timer, then mark it on your chart. How many times does theme 1 come around? How about theme 2? And for how long? Experiment with your listening and charting. Learn more about Vincenzo Galilei and his son Galileo. How did they use music to understand science? What things did they learn about music through science? How did Galileo s discoveries lead future scientists to discover how to fly? Astronomer and Physicist Galileo Galilei. 8

9 Composer: Nikolai Rimsky-Korsakov Composer Biography Nikolai Andreyevich Rimsky-Korsakov was born in the Russian town of Tikhvin. During his childhood, Nikolai enjoyed listening to Russian folk songs, church music, and opera. When he was older, Nikolai followed his brother to the naval college in St. Petersburg. While he was there, he also studied music. Rimsky-Korsakov composed his first symphony while on a navy ship. After he left the navy, Rimsky-Korsakov was asked to teach at the St. Petersburg Conservatory, which is now called named for him. Rimsky-Korsakov was also one of a group of five famous Russian composers known as "The Mighty Handful" (as in five fingers). Rimsky-Korsakov wrote operas, choral music, chamber music, and works for piano. One of his most famous pieces is the Flight of the Bumblebee, from the opera Tsar Saltan. In the opera, this music is played when a prince disguises himself as bee. 9

10 Composer: Camille Saint-Saens Composer Biography When Camille Saint-Saëns was just a toddler, his mother and his great-aunt began teaching him music. He was only five years old when he gave his first public piano performance. When he was seven, he began to study with other teachers, and he had already begun composing his own music. He became one of the most famous French composers. Saint-Saëns also liked to write poetry, scientific papers, and essays about music. Sometimes he made enemies because he insulted his fellow musicians when he wrote about them. One of Saint-Saëns' most well-known compositions The Carnival of the Animals was originally written to make fun of some of his friends. He wrote the 22-minute long Carnival of the Animals while on vacation in It was intended for private performance by a chamber ensemble (two pianos and 11 other instruments), and was played only once for his friends, likely because he feared the work would hurt his reputation as a serious composer. The Carnival of the Animals is a set of orchestral character pieces, each of which is meant to describe a particular animal, usually by mimicking the sounds it makes or characterizing the way it moves or carries itself. This Carnival is a humorous, often parodistic work. Only the movement "The Swan" was published before the composer's death; that particular movement became a stunningly popular work with cellists and audiences alike, remaining one of Saint-Saens's most successful pieces for many years afterward. Fortunately Saint-Saëns did not completely disown the piece, and in his will he allowed it to be published after his death. Unluckily for him, though, he is now best remembered for this piece rather than his other serious works. Classics 4 Kids will perform 3 movements from the Carnival of the Animals for a Birds Suite: Hens and Roosters, Aviary, and Swan. Each of these pieces of music will have dance from Malashock Dance. 10

11 Hens and Roosters The hens and roosters make scratching and cackling sounds - made by the piano and strings. Ask students to guess which instrument plays the rooster s crow. Aviary An aviary is a very large bird cage. Here the flute imitates the fast movement of the birds with the pianos, and strings. Swan The most famous movement of the Carnival of the Animals is the Swan. The swan s lovely melody is played by the cello, and reminds us of a beautiful bird gliding along the water. 11

12 Off We Go Into the Wild Blue Yonder! The U.S. Air Force Song Words and Music by Captain Robert Crawford 1939 In 1937, it was determined the Air Corps (now known as the Air Force) needed an official song reflecting their unique identity. In April 1938, offere a prize of $1,000 to the winning composer, stipulating that the song must be of simple "harmonic structure", "within the limits of untrained voice", and its beat in "march tempo of military pattern. Over 700 compositions were received and evaluated by a volunteer committee of senior Air Corps wives with musical backgrounds. The committee had until July 1939 to make a final choice. However, word eventually spread that the committee did not find any songs that satisfied them, despite the great number of entries. Two days before the deadline, music instructor Robert Crawford, a rejected World War One Air Service pilot and professional musician billed as "the Flying Baritone," personally delivered a sound recording of his entry, which proved to be a unanimous winner. Verse 1 from The US Air Force Song: Off we go into the wild blue yonder, Climbing high into the sun Here they come zooming to meet our thunder At 'em boys, Give 'er the gun! Down we dive, spouting our flame from under Off with one helluva roar! We live in fame or go down in flame. Hey! Nothing can stop the U.S. Air Force! 12

13 Music: Themes from Star Wars Composer: John Williams (b. 1932) Composer Biography: John Williams was born in New York City on February 8, Williams who studied at Juilliard worked as a jazz pianist and studio musician before starting to compose for television and film. His career took off in the 1970s; since then, he has scored more than 100 films, including Jaws (1975), the Star Wars films, E.T. (1982) and Schindler's List (1993). Williams has won five Academy Awards and received a record-breaking array of nominations. About the Music: The main theme music from Star Wars films has had a lasting impression on audiences ever since it burst onto the silver screen in It is perhaps the perfect sonic introduction to the mythical world we are transported to from a long time ago, in a galaxy far, far away. Certainly part of its overwhelming success has been due to its larger-than-life quality and its memorable, soaring tune. Listening Activity: Music makes the Scene The music from Star Wars is some of the most recognizable today. Can you imagine seeing images of Darth Vader, or Luke Skywalker, and not hearing the powerful music that John Williams created to help tell the story? Music has a marvelous way of communicating feelings and moods without words. Grab something to write with, and turn on the main theme of Star Wars. As you listen to the music, write descriptive words that come to mind. Is the main theme Bold? Powerful? Big? Now write some words that are the opposite of how the music sounds (small, weak, sleepy, etc). Older students might be able to pick out specific instruments in the orchestra, like the trumpet, that have an important role in this music. Do you think it would work the same without the trumpet, but with a flute instead? Why or Why not? For younger students, Elsa s power ballad in the Disney movie Frozen, Let it go!, is a great example of how powerful music can make a scene even more effective. Composers use the personalities of instruments to create a specific mood or feeling, depending on what s needed for a scene. 13