An American Musical Landscape

Transcription

1 Dayton Philharmonic Orchestra Young People s Concert Neal Gittleman, Music Director Patrick Reynolds, Conductor An American Musical Landscape November 7, 2006

2 Young People s Concert November 7, 2006 Neal Gittleman, Music Director Patrick Reynolds, Conductor An American Musical Landscape MUSICAL POSTCARDS FROM A COUNTRY OF IMMIGRANTS, NATURAL WONDERS, DIVERSE NEIGHBORS, AND INNOVATORS Program The Star-Spangled Banner A Musical Landscape America the Beautiful John Stafford Smith (arr. Custer) Samuel Ward (arr. Dragon) A Country of Immigrants A European Composer Visits America Symphony No. 9, from the New World 1 st movement, Adagio-Allegro molto Antonin Dvorák A Musical Postcard On the Trail from Grand Canyon Suite A Scene from American Life Buckaroo Holiday from Rodeo Hispanic Neighbors Garrotin from Ritmo Jondo The Sounds of Jazz Times Square: 1944 from On the Town The American Spirit A Country of Innovators Variations on America Ferde Grofé Aaron Copland Carlos Surinach Leonard Bernstein Charles Ives The Dayton Philharmonic Orchestra Young People s Concerts are underwritten by MeadWestvaco Foundation with additional support from Charles D. Berry 2

3 Dear Educator, Welcome to the November 7, 2006 Young People s Concert, An American Musical Landscape. Each of the compositions featured in this concert will reflect a particular characteristic of this varied country in which we live a country of immigrants, natural wonders, diverse neighbors, and innovators. Students will learn how music can tell a story, describe a landscape, or capture the spirit of a culture as they take a musical journey across the United States. The program notes and the CD of concert excerpts are created to assist music specialists and classroom teachers in preparing their students for the concert experience. Please feel free to copy these materials to share with other teachers in your building who will attend the concert. You may also download these materials from the DPO website, From the homepage at the top, click on Education then Field Trip Programs then Intermediate Grades. The teacher notes contain information about the composers and their music, and ideas for integrating this information across the curriculum. The activities are meant to be used in the regular classroom, as well as the music classroom, and do not require familiarity with the music. We hope these ideas will help provide an enjoyable and enriching experience for students and teachers. Gloria S. Pugh Director of Education Dayton Philharmonic Orchestra This concert theme and the information in these notes reinforce Ohio Academic Content Standards in Fine Arts, Language Arts, and Social Studies.?Listen to Music Director Neal Gittleman s welcome to the season on CD Track 1. 3

4 Meet Our Conductor ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Patrick Reynolds, Assistant Conductor Birthplace: Baton Rouge, Louisiana yes, I was born in a baton town. First Music lesson: I first began piano lessons at 6 with my mother. In 4 th grade I started the cello and by the time the school band was available to me, I really wanted to join, so I started trumpet. Instruments I play: Trumpet and piano I became a conductor because: I enjoy the possibilities that exist making music with large groups of people, and I m crazy about the music. My job as a conductor is: Sir Adrian Boult said that the most important thing for a conductor was to see that everyone is happy and comfortable I think there s a lot of wisdom in that. Favorite food: Crab cakes Favorite childhood book: Poetry and humor What I like to do in my spare time: Sail, read a good newspaper in a good coffee shop anywhere. Vocabulary conductor?listen to Mr. Reynolds introduction to An American Musical Landscape on CD Track 2. 4

5 Did You Know? Geographically, the United States is the third largest country in the world (first and second are Russia and Canada). It also has the third largest population in the world (first and second are China and India). Although the US is not the largest country or the most populated, it is definitely the most diverse country in the world. With a population of almost 300 million, it is full of immigrants from many different countries. These immigrants enrich our communities and our culture. Even though we all call ourselves American, there are many diverse traditions, foods, and recreational activities that differ according to what part of the country we live in or what our ethnic heritage is. Composers often get ideas for writing a piece of music from their beautiful scenery, poetry, literature, art, or other cultures. The music performed at this Young People s Concert was inspired by the beauty of America s landscape and the dance and folk music styles of immigrants to the United States. Vocabulary composer landmark ethnic heritage Discuss This: Name some famous American landmarks. Name some common foods we all enjoy that are actually native to another country. Do This: Share your ethnic heritage with your classmates. How many of your classmates have parents or grandparents who were born in another country? Record the results of your conversation on the graph below The World in Our Classroom GROUP* ORIGIN ETHNIC FOODS *Example: Greeks Greece Gyros, Feta Cheese 5

6 The Star-Spangled Banner John Stafford Smith ( ) (arr. Custer) Words by Francis Scott Key ( ) The Star-Spangled Banner is the National Anthem of the United States of America. This patriotic song traditionally opens the first concert of each orchestra season. Since this is the first Young People s Concert of the season, Mr. Reynolds will invite the audience to stand and sing The Star-Spangled Banner with the orchestra. Our National Anthem was created during the War of During this war between Great Britain and the United States, the British fleet attacked Fort McHenry, which protected the city of Baltimore. On September 13, 1814, Francis Scott Key visited the British fleet in Chesapeake Bay to ask for the release of his friend Dr. William Beanes, who had been captured after the burning of Washington D.C. He was held so that he could not pass on any warning about the Fort McHenry attack. The British admiral released Dr. Beanes, but told Key that they could not leave until after the coming battle. At sunset the British sailors told the Americans to look well on their flag, for by morning it would no longer fly over Ft. McHenry. All during the night Francis Scott Key watched the battle. Whenever the sky was lit by the shells exploding over the bay, he looked for the American flag waving over the fort. As long as the flag still flew, he knew that Ft. McHenry had not been taken. As the sun rose Key looked through the early morning fog. There, flying over the fort was the American flag. The British had failed to take Baltimore. Key was so moved by the sight that he took an old envelope from his pocket and began writing these words - "Oh, say can you see..." The day after his return to Baltimore, Key's poem was printed as a flyer under the name "Defense of Fort McHenry, and passed out all over the city. Two days later it was set to the tune of a popular song of the times, To Anacreon in Heaven, composed by the English composer John Stafford Smith. Within a week the song was being heard as far away as New Orleans. The Star- Spangled Banner became the official national anthem of the U. S. on March 3, Of course The Star-Spangled Banner wasn t originally written for an orchestra to perform. You will hear an arrangement (a reworking of the melody for orchestra instruments to play) by Calvin Custer. 6

7 At the concert the audience will sing the national anthem with the orchestra. Be sure you know the words and understand the meaning of each line! Oh, say can you see, by the dawn s early light, What so proudly we hail d at the twilight s last gleaming, Whose broad stripes and bright stars, through the perilous fight O er the ramparts we watched were so gallantly streaming. And the rockets red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O er the land of the free and the home of the brave? Do This: Make a list of all the events where you have heard the National Anthem performed. What is the purpose of playing this song at these events?. Do you know these facts? 1. What year was The Star-Spangled Banner adopted as the official national anthem? 2. Who wrote the words? 3. Who wrote the music? 4. Why was The Star-Spangled Banner written? Vocabulary patriotic song arranger, arrangement (in music) orchestra 7

8 A Musical Landscape America the Beautiful Samuel A. Ward ( ) (arr. Carmen Dragon) Words by Katherine Lee Bates ( ) About the Composer Samuel Ward is most famous as the composer of America the Beautiful. He was born in Newark, New Jersey. He was a gifted young musician who was able to play the accordion by the age of six and who later taught piano lessons as a teenager to help support his family. When he was just sixteen years old, he moved to New York and became a professional organist. Ward was the owner of a music store and was a piano teacher, composer, arranger, and choir director. In fact he formed a male chorus in 1890 that became known as the best choir in New York. Even though others thought of him as a genius, he was actually a very humble man who was deeply religious. About the Lyricist Katherine Lee Bates A lyricist is a person who writes the words to a piece of music. Katherine Bates was well known as a poet during her time and was also an English professor at Wellesley College. The words to America the Beautiful came to her while she was on a trip to Colorado to teach a summer school session at Colorado College. She saw many different parts of the country on her train trip west and was inspired to write the poem on a mountain top at Pike s Peak. She hurried back to her hotel room to write the words down. The poem was published two years later and became very popular. Think About This: What can you infer about the meaning of the word professor in the paragraph above? Do This: Locate Colorado on a map of the United States. What kind of landscapes might you expect to see in that state? About the Music The melody of America the Beautiful was originally a hymn called Materna and was composed by Samuel Ward in Like Katherine Bates, Samuel Ward was inspired by beautiful American scenery to write this hymn while he was riding a ferryboat from Coney Island, New York, back to his home. The words of Katherine s poem fit perfectly with the melody of Ward s hymn. 8

9 America the Beautiful has become so well liked that many people have suggested that it replace The Star-Spangled Banner as our national anthem since many feel that it is easier to sing. What do you think? At the Concert you will hear an arrangement of America the Beautiful for orchestra by Carmen Dragon. Read the lyrics to America the Beautiful below and then: Look up any unfamiliar words in a dictionary. Discuss the meaning of each verse of the song. What words repeat in every verse? How are Verse 1 and Verse 4 alike? Try singing the entire song in your music class! Vocabulary lyricist America the Beautiful Oh beautiful, for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain! America! America! God shed his grace on thee, And crown thy good with brotherhood, from sea to shining sea. Oh beautiful, for pilgrims feet Whose stern, impassioned stress A thoroughfare for freedom beat Across the wilderness! America! America! God mend thine ev ry flaw; Confirm thy soul with self control, thy liberty in law! Oh beautiful, for heroes proved In liberating strife, Who more than self their country loved And mercy more than life! America! America! May God thy gold refine, Til all success be nobleness, and ev ry gain divine! Oh beautiful, for patriot s dream That sees beyond the years! Thine alabaster cities gleam Undimmed by human tears! America! America! God shed his grace on thee, And crown thy good with brotherhood, from sea to shining sea!?listen to Mr. Reynold s comments about America the Beautiful on CD Track 3.?Listen to CD Track 4. After an introduction, you will hear the 1 st verse of America the Beautiful sung by a chorus. Try singing the words along with the recording. At the concert, the orchestra will perform Carmen Dragon s arrangement without chorus. 9

10 A Country of Immigrants: A European Composer Visits America Symphony No. 9 from the New World, 1 st movement Antonin Dvorák ( ) (AHN-toe-neen DVOR-zhock) About the Composer Antonin Dvorák was born in a small town in Czechoslovakia. His father was an innkeeper and butcher. When Dvorák was just a small boy he was able to play the zither and compose a few simple songs, even though he never had any music lessons. Antonin grew up working in the family shop, but his father recognized his musical talent and arranged for him to take violin lessons from the local schoolmaster. With financial help from his uncle, sixteen-year-old Antonin traveled to Prague, where he continued his violin studies, learned to play the viola, organ, and piano, and studied composition. After graduation from school, Antonin supported himself by being a church organist and playing viola in a small band that performed at restaurants and also for dances. Eventually he became a member of an orchestra in which he played for nine years. During this time he began to concentrate on composing. In 1875 he won a prize for one of his symphonies and from this point on his career as a composer skyrocketed. Dvorák was a nationalistic composer, which means that he used a lot of his native Czech folk music in his compositions. Because he was so good at writing nationalistic music, Dvorák was invited to come to New York City to head a new school that would encourage American composers to start writing music that sounded truly American. During his time in the United States, he wrote his ninth and last symphony which has been named New World Symphony. When Dvorák was not composing, his favorite pastime was to study trains. He was fascinated by trains and how they worked and would go to the train station everyday, memorize the timetables, and often chat with the train engineers.?listen to CD Track 5. About the Music Symphony No. 9, New World Symphony 1st movement, Adagio-Allegro molto Dvorák s Symphony No. 9 was nicknamed the New World Symphony because it was written in the United States and so it was From the New World. While in the United States Dvorák learned many spirituals and American Indian folk melodies. He was surprised that American composers didn t use these beautiful melodies in their music and write in a more nationalistic style. So, Dvorák wrote the New World Symphony using the sounds of these folk music styles. Although the 10

11 symphony didn t really end up sounding particularly American, it did get American composers thinking about using their musical heritage more in their compositions. This led to many future works that had a definite American sound. The title of the first movement of the New World Symphony is Adagio-Allegro molto. What does this mean? The movements of symphonies are usually titled according to the tempo (or speed) of the music. Musical markings such as this are always in Italian. In Italian, adagio means slow, allegro means fast, and molto means very. So, this music begins slowly and then gets very fast.?listen to the Adagio section on CD Track 6. The music has a lot of dynamic (loud and soft) changes. Raise your hand each time you hear the dynamics change from soft to loud. (Hands down soft, hands up loud.)?listen to the Allegro-molto section on CD Track 7. You will hear the main theme (idea) introduced by the French horn and then repeated by other instruments. Listen to this Track again and count how many times you hear this theme repeated.?listen to the second theme in this movement on CD Track 8. How is it different from the first theme? Vocabulary adagio allegro dynamics folk music molto movement nationalistic composer spirituals symphony theme 11

12 A Musical Postcard On the Trail from Grand Canyon Suite Ferde Grofé ( ) (FUR-dee Grow-Fay) About the Composer Born in New York City, Ferde Grofé came from a family of musicians. He grew up listening to popular music and jazz, while also studying the piano, violin, and viola. His music and his career were influenced by this early exposure to both classical and pop styles. He was a violist in the Los Angeles Symphony Orchestra for ten years, while at the same time performing as a pianist in dance halls, hotel bands and silent movie sets. For twelve years he was pianist and arranger for a famous dance band of the time called the Paul Whiteman Orchestra. Grofé composed several pieces of music for orchestra, including a ballet, a piano concerto, and a series of pictorial pieces, the most popular of which was the Grand Canyon Suite. This composition, written in 1931, was inspired by his travels through the desert and the mountain areas of the western United States. A suite is an instrumental composition consisting of several movements. The Grand Canyon Suite has five movements, each describing an experience you might have while visi ting the Grand Canyon. On the Trail is the third movement and the most well known. The other movements are Sunrise, The Painted Desert, Sunset, and Cloudburst. For nearly forty years, this suite was one of the most often played and recorded American concert pieces for orchestra. In addition to composing and arranging, Grofé also was a conductor and taught composing at the Juilliard School of Music in New York City.?Listen to CD Track 9. About the Music On the Trail describes a ride on a burro along a Grand Canyon trail.?listen to CD Track 10. The music begins with the orchestra imitating the braying of a burro, followed by a bluesy violin solo that leads into a western sounding theme with a rhythm pattern that sounds like a burro trot.?listen to CD Track 11. The burro and rider come upon a waterfall. What family of instruments suggest the sound of the flowing water? 12

13 ?Listen to CD Track 12. This section begins with the sound of a music box, played by a celeste, coming from a nearby cabin where the rider stops for a rest. After this, the rider continues on his journey at a faster pace and then disappears in the distance. (This last scene is not on the CD.) Try This:?Listen to Tracks again. Draw a picture which illustrates the scenes described in the music. Illustrate the entire musical journey of On the Trail or write a story which adds details to the On the Trail scene. Do This: Research the Grand Canyon. Where is it? How big is it? How was it formed? Look up the following words in the glossary: suite, celeste Describe This: What do you think the Cloudburst movement of the Grand Canyon Suite would sound like? Write a descriptive narrative which would include: At the beginning the music would sound like. In the middle the music would. The ending would sound like.. Check out a recording of the Grand Canyon Suite and listen to all the movements. Does Cloudburst sound like you expected it to? What kinds of other pictures does Grofé paint with his music? 13

14 A Scene from American Life Buckaroo Holiday from Rodeo (Row-DAY-oh) Aaron Copland ( ) (COPE-lund) About the Composer Aaron Copland was the son of immigrant parents who came to the United States from the Polish and Lithuanian parts of Russia. In his autobiography Copland says, I was born on November 14, 1900 on a street in Brooklyn, New York that can only be described as drab. It had none of the garish color of the ghetto, none of the charm of an old English thoroughfare, or even a pioneer street. I mention it because it was there that I spent the first twenty years of my life. Also, because it fills me with mild wonder each time I realize that a musician was born on that street. Music was the last thing anyone would have connected with it. In fact, no one ever connected music with my family or with my street. The idea was entirely original with me. Each of Aaron s four siblings studied piano with their parents, but none of them was very talented. By the time Aaron was old enough to take lessons, his parents were not interested in teaching him. His sister taught him to play the piano and first introduced him to music. Aaron surprised his family with his musical talent, so he was allowed to continue his studies with more advanced teachers. According to Mr. Copland, he fell in love with music when he first heard the New York Philharmonic Orchestra perform. When Aaron first started composing music, he kept it to himself because he didn t think anyone would understand what he was doing. He also tried to hide his composing from other kids because he was afraid they would think he was unusual. He was often teased on his way to school or the library because he was carrying his music books! However, he didn t let it bother him. He had a lot of self-confidence! Many think of Aaron Copland as the first true American composer whose works have a uniquely American sound. Like Grofé, Copland s music was greatly influenced by the jazz and pop rhythms which he grew up hearing. Works such as Appalachian Spring, Billy the Kid, Fanfare for the Common Man, Lincoln Portrait, and Rodeo set him apart from other composers of his time. These are all very American sounding titles! Many of his compositions include familiar American folk tunes. Consequently, Copland may have been America s most American composer! In addition to his works for orchestra, Copland wrote several movie scores, started the composition department at Tanglewood in western Massachusetts, and helped publish modern American works. He found sponsors for promising young composers, wrote and lectured on a wide range of modern music, and wrote a music appreciation book for the general reader, What to Listen for in Music. After 1970, Copland stopped composing and devoted his time to conducting, chiefly his own music. 14

15 Aaron Copland received several important awards during his lifetime the Pulitzer Prize (1945), the New York Critics Circle Award (1945), the Academy of Motion Picture Arts and Sciences Oscar (1950), the Gold Medal of Freedom (1964), the Commander s Cross of the Order of Merit of the Federated Republic of Germany (1970), and the Howland Prize of Yale (1970). He also received a number of honorary degrees from other universities. Discuss This: Mr. Copland grew up in a neighborhood where no one was interested in music. Do you have any interests that no one else shares with you? Do you sometimes feel embarrassed to share them with others because you might be teased as Mr. Copland was? What could you do to overcome this problem? About the Ballet story Rodeo, which Copland pronounced the Spanish way, rodayo, is about a cowgirl who tries to get the attention of a local cowboy, who is more interested in the visiting city girls. The action takes her to a rodeo. She dresses up like a cowboy and tries to show everybody how good she is at the rodeo activities, but is laughed at when she is thrown from a horse. Later at the hoedown, the cowgirl is unhappy because the cowboy she likes is dancing with a city girl. She rushes home to change into party clothes, and when she arrives back at the dance, she becomes the center of attention. The cowboy asks her to dance, but she refuses and instead chooses another cowboy who has been nice to her all along. About the Music The music from Rodeo became so popular that Copland chose three dances from the ballet and combined them into a suite for concert orchestra performance. Buckaroo Holiday is the first of these three.?listen to CD Track 13.?Listen to CD Track 14. Buckaroo Holiday sets the lively mood for the hoedown. Imagine how much the cowboys must have looked forward to this dance after many days out with the herd! After a lively introduction the mood changes three times in this excerpt. Write a description of what the cowboys might be doing during the various sections as you listen. Think About This: Does this music sound American to you? Why or why not? Vocabulary hoedown ballet rodeo score Try this: Learn a square dance! What can you infer about the meaning of the following words from your reading? siblings, buckaroo Discuss this: What is a hoedown? (A lively barn dance) Describe what you would expect to see at a hoedown. In what part of the country would you most likely attend a hoedown? 15

16 Hispanic Neighbors Garrotin from Ritmo Jondo Carlos Surinach ( ) (CAR-lows Sue-ree-NOTCH) About the composer Carlos Surinach was born in Barcelona, Spain in His mother was a pianist and was his first music teacher. He studied piano first and then became interested in composition. After studying in Spain for several years, he decided that he needed to travel to other countries to learn even more. In his travels to Germany, England, and France, he studied composition and conducting. He was a conductor for two orchestras in Spain, but soon realized that his first love was composing. He came to America in 1951 and became a U.S. citizen. Surinach is known mainly as a composer of dance music, especially ballet. In fact, while in the United States, he composed music for many major ballet companies and his ballets received many performances and awards. He also taught at Carnegie Mellon University in Pittsburgh, Pennsylvania for a brief time. Like Dvorák, Surinach s music was inspired by the folk music of his native country, Spain. But also like Dvorák, his music just sounds Spanish and does not actually use any real Spanish folk music. According to Surinach, I was born in Barcelona and I feel Spanish, although I adore the USA very much too. In 1972, Carlos Surinach received the highest Spanish honor that is possible for an artist, the Knight Commander of the Order of Isabella I of Castile. He has composed seventeen ballets and many works for orchestra, band, choir, and chamber groups. About the Music Ritmo Jondo, Garrotin (REET-mo HON-do, gah-roh-teen)?listen to CD Track 15. Ritmo Jondo is a suite in three movements. Garrotin is the third movement. A garrotin is a style of dance from Northern Spain. It is very happy and energetic and often has slow sections with sudden stops and starts that gradually increase to a very fast ending. This garrotin is a festive piece accompanied by hand clapping. Most of the orchestra gets a rest on this part of the concert. Garrotin is performed by a small group of instruments: clarinet, trumpet, xylophone, timpani, and three hand-clappers.?listen to CD Track 16. This music is like a conversation. The xylophone, timpani, and hand-clappers begin and then the wind instruments respond. Raise your hand when you hear the xylophone parts of the conversation. Vocabulary garrotin xylophone 16

17 The Sounds of Jazz Times Square: 1944 from On the Town Leonard Bernstein ( ) About the Composer Leonard Bernstein was born in Lawrence, Massachusetts to Russian parents who emigrated from Russia to the United States. His father ran a business and made enough money that he was able to send Leonard to Harvard University to study. Leonard was a very smart, but undisciplined, student with many talents and interests! He studied piano and conducting with many famous teachers. knew all along that his first love was composing. However, he Leonard Bernstein became a world famous conductor (most especially as conductor of the New York Philharmonic), a major composer of his time, a pianist, and a television personality. He was the first musician to televise the New York Philharmonic s Young People s Concerts. He was truly a Jack of All Trades. Although, Bernstein wrote major works in the classical music style, he is probably most famous for his Broadway music. He wrote the scores for On the Town, Wonderful Town, and the most famous of all West Side Story.?Listen to CD Track 17. About the Music The musical On the Town opened on Broadway in It is the sto ry of the adventures of three U.S. soldiers who are on a twenty -four hour leave in New York City. Times Square is a part of New York City that is one of the busiest districts in the city. The area is filled with stores, restaurants, theaters, and features huge neon advertising signs. The signs are so big that they are actually called spectaculars! If you have ever watched the New Year s ball drop on TV, then you have seen Times Square. Bernstein s musical description of Times Square paints a sound picture of the hustle and bustle of this part of New York City.?Listen to CD Track 18. The music sounds very jazzy. Picture yourself on this very busy street as you listen. Imagine what you might see. Vocabulary Broadway musical 17

18 The American Spirit Variations on America Charles Ives ( ) About the Composer Charles Ives was born in the U.S. in the state of Connecticut. He loved that area of the country so much that he lived his entire life in New England. Ives began his musical studies at the age of five when he learned to play the piano, cornet, and violin! Later he studied the drums and when he was thirteen he became the youngest church organist in Connecticut. Ives father was the town bandmaster who liked to experiment with unusual sound combinations. Both father and son were fascinated by the clash of rhythms and tones that resulted when two bands were playing different tunes at a parade. His father was always trying to stretch Charles ears with these odd sounds. Charles worried that he was spending too music time indoors making music, so he also tried out for track, tennis, football, and baseball and was as good at these sports as he was at making music. In fact, Ives never made music his occupation he actually made his living as an insurance executive. Most of the people he worked with never knew anything about his musical life! Charles Ives wrote some of the most original music of the early 20 th century. His music was so out of the ordinary and unusual that no one performed it in public until Ives did not especially care what other people thought about his music! He was one of the first American composers to use real American folk songs and familiar tunes in his compositions. He was a musical nonconformist!?listen to CD Track 19. About the Music Like the other composers discussed in this guide, much of the music of Charles Ives was influenced by music he heard growing up in New England: folk tunes and church hymns. Variations on America was composed in 1891 as an organ piece when Ives was only 17 years old. The organ piece was arranged later for orchestra by the composer, William Schuman. The music is based on one of our most loved patriotic songs, America, also called My Country tis of Thee. The music is meant to sound humorous. It pictures an old-time hometown band playing for a community celebration. The piece begins with a brass fanfare and then is followed with six variations on the theme of America. 18

19 Think About This: Can you find examples of Theme and Variations in the world around you? List some examples and discuss how each variation differs from the theme. Example: Theme Potato, Variations French Fries, baked potato, scalloped potatoes, mashed potatoes, etc. Do this: Become thoroughly familiar with the song America before you listen to the following recorded excerpts.?listen to the theme of America on CD Track 20, then listen to one of the variations on CD Track 21. Compare and contrast these two tracks.?listen to another variation on CD Track 22. Compare and contrast this track to CD Track 21. You will hear six different variations at the concert! Vocabulary variations 19

20 Glossary Adagio an Italian term for slow Allegro an Italian term for fast Arrangement - A piece of music that has been written for a different instrument or group than that for which it was originally composed. Arranger - a person who creates the above Ballet a theatrical dance usually with costumes and scenery Broadway a street in New York City that has many theaters. Celeste a small keyboard instrument that produces a music box-like sound. Composer a person who writes music Conductor a person who directs an orchestra Dynamics the loudness or softness of music Ethnic heritage the customs of a particular country Flamenco - a style of Spanish folk song which features singing, guitar, hand clapping, and sometimes foot stomping. Folk songs melodies that are unique to a certain country and which may or may not have been written down Garrotin a style of dance from Northern Spain Hoedown a lively barn dance Landmark an important building, monument, or place Molto Italian word meaning very Movement a section of a longer piece of music which can also stand on its own Musical (show) - a play which contains dialog and songs with words. Nationalism a style of music in which composers use their native folk songs and/or write music to sound like music from a particular country Orchestra a large musical performing group made up of instruments in four different families: strings, woodwinds, brass, and percussion Patriotic Songs music about one s country Spiritual a religious song of slaves in the South Suite a series of music pieces composed around a central idea Tempo the speed of music Theme the main idea or melody of a composition Variation a section of music in which the theme has been changed in some way. Xylophone a percussion instrument made up of tuned wood bars that are struck with mallets. 20

21 Music and Geography Composers and Their Countries Use a classroom globe or map to complete the chart and answer the questions below. Composer Birthplace Continent Samuel Ward United States Antonin Dvorák Czechoslovakia Ferde Grofé United States Aaron Copland United States Carlos Surinach Spain Leonard Bernstein United States Charles Ives United States How many composers listed in the chart are from North America? How many composers listed in the chart are from Europe? What ocean would Surinach and Dvorák cross to visit the United States? Francis Scott Key wrote the words to The Star-Spangled Banner near Baltimore, Maryland. Locate Baltimore on a USA map or use the one on the next page. Katherine Lee Bates wrote the words to America the Beautiful while traveling in Colorado. Locate Colorado on a USA map. Locate Frede Grofe s birthplace, New York City, on a USA map. In what state did you find it? Leonard Bernstein was born in Lawrence, Massachusetts. Locate Lawrence on a USA map. Locate Connecticut on a USA map, where Charles Ives was born. Which direction would Bernstein travel to visit Ives? 21

22 Use Your Math Skills Composer Birth and Death Dates Years Lived John Stafford Smith Samuel Ward Antonin Dvorák Ferde Grofé Aaron Copland Carlos Surinach Leonard Bernstein Charles Ives Complete the chart above and use the chart information to answer the following questions: Which composer lived the longest? How many composers were born in the 19 th century? Which two composer died in the same year? How old was Copland when Surinach was born? How old was Charles Ives when Dvorák died? 22

23 Music and Math Circle the correct answer to the following questions using the Orchestra Chart above: 1. The number of first violins in the orchestra as compared to second violins is greater than < less than > equal = 2. The number of cellos (celli) to double basses is greater than < less than > equal = 3. The number of trombones to trumpets is greater than < less than > equal = 4. The number of French horns to clarinets is greater than < less than > equal = 5. The family of instruments that has the most instruments in the orchestra is the woodwind brass string percussion 23

24 Music and Language Arts After the concert choose one of the following writing activities:?write a newspaper article about the concert. Describe the concert and tell the readers what was the most memorable part of the concert.?write a short descriptive paragraph about the composition that you enjoyed the most. Describe why you liked it and how it made you feel.?send a thank-you note to Mr. Reynolds and the musicians of the Dayton Philharmonic Orchestra thanking them for all the practice that went into preparing the concert for you. Let them know what you liked about your experience and why.?write a letter to your parent describing all of the parts of your concert experience.?write a poem about the concert. Create your own or try using the Poetry by the Number outline.?write a five-line poem according to the following format: Write Line 1 = 1word A poem, Line 2 = 2 words A musical memory, Line 3 = 3 words In fifteen words, Remember: Line 4 = 4 words Add a word each line. Line 5 = 5 words??share your paragraphs, letters, notes, and poems with the Dayton Philharmonic Orchestra! 24

25 Music and History Timeline of major events during composers lives North America Europe John Stafford Smith born Francis Scott Key born Samuel A. Ward born Antonin Dvorák born Katherine Lee Bates born 1859 Charles Ives born 1874 Ferde Grofé born Aaron Copland born 1900 Leonard Bernstein born Carlos Surinach born

26 Music and History Choose two events that occurred during each composer s lifetime, and place those events on the Music and History Timeline on the previous page US Constitution adopted 1812 First canned food 1826 First photograph 1849 California Gold Rush 1863 Emancipation Proclamation ends slavery 1869 Transcontinental railroad 1876 Alexander Graham Bell invents the telephone 1879 Thomas Edison invents the light bulb 1886 France gives America the Statue of Liberty 1894 Italian engineer Marconi builds first radio equipment 1895 First motion picture 1896 Henry Ford builds his first experimental car 1900 Coca Cola introduced 1903 Wright brothers first powered flight in North Carolina 1908 Ford builds the Model-T car 1917 Russian Revolution begins 1920 Women are allowed to vote 1929 Stock Market crash 1931 Empire State Building opens in New York City 1943 Penicillin discovered 1951 Color TV introduced in the U.S Segregation in U.S. schools declared unconstitutional 1957 First satellite launched 1961 First manned space flight 1963 President Kennedy assassinated 1964 U.S. Civil Rights Act 1968 Martin Luther King Jr assassinated 1969 First manned landing on the moon 1981 Home computers widely available 1982 Compact discs introduced 1992 World Wide Web created for home use becomes popular 1999 First balloon flight around the world 2000 International space station launched 2001 Terrorists strike at USA in New York City s World Trade Center 2002 Queen Elizabeth II of England marks 50 years as monarch 2002 Euro currency debuts in 12 European countries 26

27 Music and Citizenship Being a member of an audience is an important responsibility. Musicians can play their very best when the audience observes appropriate concert manners. Discuss the difference between attending a live symphony orchestra concert, attending a rock concert, and listening to music or watching a television show at home. Review the following concert manners:? Welcome the concertmaster to the stage with applause? Welcome the conductor to the stage with applause.? Sit quietly while the music is played.? Remain in your seat throughout the concert.? Sit up in your seat throughout the concert.? Applaud when the conductor turns around to face the audience. Think about this: How do you feel when you have to perform or make a presentation in front of a group of people? Does the audience response and behavior have an effect on how well you perform? 27

28 Concert Listening Tips Going to an orchestra concert takes mental energy. Here s what you can do to be sure you get the most from your concert experience. NOTICE! When you are seated you will be part of an audience of about 2,100 people. Some of the musicians will already be on the stage warming up. When it is time for the concert to begin, the concertmaster, who sits in the first violin chair, will stand and all the musicians will tune their instruments to a note played by the oboe. When they are ready, the conductor will enter the stage and the audience welcomes him with applause. CONCENTRATE! Listening to music is like going on a trip. All parts of the trip, the exciting parts and the less exciting parts make up the whole thing. But music is more of a challenge because you must concentrate to see and hear what is happening. Here s what you can do to stay focused and enjoy the concert. Don t let people around you distract you. Let the music get inside you. Remember that the music is being played just for you! LISTEN WITH YOUR EYES! Take time to look at each instrument as it is being played. As you watch, can you hear THAT instrument? Musicians have conversations with their instruments. Which instruments seem to be talking back and forth to each other? Observe how many different ways sound is produced in an orchestra. What does the conductor do? How does he show the loud and soft, fast and slow parts of the music? What else do you notice that he does? It s a workout, but if you really concentrate and are alert to everything happening on the stage, the music will speak to you and you will have a great time! Try This: Create a Mind Movie. Imagine pictures, people, places, or whole stories that the music brings to mind. Share your Mind Movie after the concert with your classmates and teacher. Capture it on paper as a picture or write it out in a descriptive paragraph or narrative. 28

29 Map Skills Points of Interest 2. Courthouse Square 4. Dayton Art Institute 5. Dayton Convention Center 7. The Dayton Metro Library 8. The Dayton Visual Arts Center 10. Fifth Third Field K Gallery for Young People 13. The Loft Theatre 14. Memorial Hall 15. National City 2 nd Street Public Market 16. The Neon Movies 17. Old Court House 18 Oregon District 19. RiverScape MetroPark 20 Schuster Performing Arts Center 21. Sinclair Community College 22. The Victoria Theatre Use the Points of Interest key to the right to answer the following questions. What number represents the Schuster Performing Arts Center on the map? Draw a circle around it. Is your school to the north, south, east or west of downtown Dayton? What downtown street could your bus driver or chaperone take to arrive at the Schuster Center? What number represents the Dayton Metro Library on the map? Draw a circle around it on the map. Describe a route you could take to travel from the concert at the Schuster Center to the library? 29

30 Music Web Sites for Kids American Symphony Orchestra League: Play Music An interactive site featuring music games and interviews with young artists and contemporary composers. Baltimore Symphony Orchestra For kids, teachers and parents. Classical Net Find 4200 classical music files right with links to 2500 more Classics for Kids Based on the WGUC radio program Classics for Kids, this site features information about composers and pieces featured on the show. The Dallas Symphony Orchestra Music is fun to learn! Dallas Symphony Orchestra Music Education Site. From the Top Explore the world of classical music by meeting other young musicians. Discover musical facts, stories, or guides to all things music-related. Music History Read about composers from the Middle Ages to the present and hear MIDI files of their music. Music Notes: An Interactive Online Musical Experience Clear, concise explanations of many aspects of music, plus a section of interactive games. The New York Philharmonic Kidzone! Interactive web site for kids, parents, and teachers. Music! Games! History and fun! The San Francisco Symphony A music learning website for children and families Composer Web Sites

31 Available Compact Disc Recordings The Star-Spangled Banner: Concert Gold CD 3660, Tr 1. Ives (orchestrated by Schuman): Variations on America. Cincinnati Pops Orchestra, Erich Kunzel, conductor; Telarc CD 80144, Tr 3. Ward (arr. Dragon): America the Beautiful. Cincinnati Pops Orchestra, Erich Kunzel, conductor; Telarc CD 80144, Tr 14. Dvorak: Symphony No. 9 in E minor, Op. 95 From the New World, Mvt. 1. Philadelphia Orchestra, Wolfgang Sawallisch, conductor; EMI CD , Tr 1. Grofé: Grand Canyon Suite, III On the Trail. Philadelphia Orchestra, Eugene Ormandy, conductor. Sony Classical CD SBK 62402, Tr 5. Copland: Rodeo, Buckaroo Holiday. Saint Louis Symphony Orchestra, Leonard Slatkin, conductor; EMI CD , Tr 2. Surinach: Ritmo Jondo, Garrotin. Bronx Arts Ensemble. New World Records CD 80505, Tr 3. Bernstein: On the Town, Times Square. Israel Philharmonic Orchestra, Leonard Bernstein, conductor. Musical Heritage Society CD A, Tr 4. 31