2016/17 Education Concerts. Brett Mitchell Conducting

Transcription

1 2016/17 Education Concerts Brett Mitchell Conducting

2 To: From: Subject: Classroom Teachers, Music Teachers, Fieldtrip Coordinators Montserrat Balseiro, Managing Director, Cleveland Orchestra Miami Cleveland Orchestra Education Concerts at the Adrienne Arsht Center Wednesday, November 9 at 10:00am and 12:00pm. We look forward to seeing you at the Adrienne Arsht Center s Knight Concert Hall for upcoming Cleveland Orchestra Education Concerts. In order to ensure everyone s comfort and enjoyment during the concert, we ask that you please follow these simple guidelines: ARRIVE 30 MINUTES BEFORE CONCERT TIME Ample time is required for bus unloading and getting students to seats. Your bus drivers and ushers will appreciate it. OBSERVE BUS ROUTE & PARKING INSTRUCTIONS - A map indicating drop off/load- in locations and bus parking for Education Concerts at Adrienne Arsht Center s Knight Concert Hall will be sent to you for review by your transportation coordinator and bus driver. FOLLOW DISMISSAL PROCESS Upon arrival, School Group Leaders will receive a dismissal number from Adrienne Arsht Center bus greeters. This will be used during the Systematic Dismissal Process to insure an orderly departure. PLEASE, NO GOODIES OR CAMERAS: No food, drink, gum chewing, cameras, cell phones etc. are allowed inside the concert hall. VISIT RESTROOMS EARLY - Visit Rest Rooms before the concert begins. This one hour concert has no intermission, so it is not possible to visit the Rest Rooms during the performance without disturbing others. If an emergency exists, please notify an usher. SPECIAL THANKS - to the teachers, chaperones, fieldtrip coordinators and bus drivers. We know that field trip days can be challenging and appreciate your efforts immensely! Thank you for your cooperation. If you have questions about these or any other aspects of Cleveland Orchestra Miami s Education Concerts, please bmena@clevelandorchestra.com with subject line Cleveland Orchestra Education Concerts. Enjoy the concert!

3 Checklist to Prepare for Education Concerts Cleveland Orchestra Miami provides schools with teaching tools to assist in preparing students for and enhancing their enjoyment of Education Concerts. The Score stu dent newspaper and Teacher s Guide are provided free to schools. Pass out The Score Student Newspaper The Score, a special newspaper for students attending Education Concerts, provides feature stories about the Orchestra, background information on com pos ers, plus Fan Mail (student let ters). Use the Spotify Playlists The Spotify Playlist of the concert music to be featured in Education Concerts pro vides a con ve nient way to fa mil iar ize stu dents with the con cert mu sic. To access resources online go to clevelandorchestramiami.com, click on Education and Engagement, then click Learn More. Scroll down to Education Concerts, Classroom Resources for Educators. Go to Spotify anytime, for example, in the morn ing be fore class be gins, dur ing re cess or lunch, or while students are pack in g up to go home. Any ex po sure will help kids become familiar with the music and enjoy the concert more. Check out the Teaching Ideas and Orchestral Instruments This Teacher Guide includes repertoire-specific and curriculum-linked teaching ideas and classroom activities, plus a 5-page spread on the instruments of the orchestra. Surf the Web for Music Education Resources Here are a few sites that will be of interest menc.org, dsokids.com, nyphikids.org, car n egie hall.org/orc, clevelandorchestra.com. Reflection Section Language Arts Connection for Grade 4 Ask students to send Fan Letters to The Cleveland Orchestra describing their Education Concert experience. (Which piece of music did you like best? How did the music make you feel? What was your favorite instrument?) Visual Arts Connection for all grades After the concert, have students draw or paint a picture of what they saw (orchestra musicians, conductor, concert hall) or how the music made them feel. We often showcase student artwork in displays or in our publications. Writing Prompts For 4th Grade Students: Ask students to write their own music review of the concert they attended. To help them reflect on the difference between fact writing and opinion writing pieces, they can analyze and compare the components and structure of a factual news story vs. a music review (visit for articles and reviews of the latest arts and culture events around Miami). Students should use the following guidelines when writing their review: Begin by stating their overall opinion of the performance Include basic event information (who, what, where, when, why of the concert) Identify reasons to support their opinion directly from their experience as an audience member Maintain an objective tone and coherently link reasons supporting their opinion Provide a concluding statement Send fan letters, music reviews and artwork, Including name, grade, and school to: Cleveland Orchestra Miami, 1444 Biscayne Blvd., Suite 302, Miami, Florida , Musical Arts Association. Pages may be photocopied by schools for educational use. 1

4 THE CLEVELAND ORCHESTRA Education Concerts for Grade 4 the Sounds of the Orchestra BRETT MITCHELL Wednesday, November 9, 2016 Knight Concert Hall Adrienne Arsht Center for the Performing Arts The Cleveland Orchestra Brett Mitchell, conductor The Cleveland Orchestra and associate conductor Brett Mitchell will explore the unique traits of the four families of musical instruments that make up The Sounds of the Orchestra. Students will experience the distinctive sounds of the string, woodwinds, brass, and percussion sections, and will learn how composers weave these individual groups into diverse musical soundscapes. ALL SHAPES AND SIZES (full orchestra vs. chamber orchestra) STRAUSS Introduction from Also sprach Zarathustra MOZART Allegro from Eine kleine Nacthmusik (strings) MUSIC IN STEREO (polyphony) DUKAS Fanfare from La Péri DAUGHERTY MXYZPTLK from Metropolis Symphony MUSIC FROM AFAR (offstage) BERLIOZ Scené aux Champs from Symphonie fantastique BEETHOVEN Leonore Overture No. 3 AN ORCHESTRA OF SOLOISTS RAVEL Bolero (percussion) NEW SOUNDS FOR THE CONCERT HALL (technology) BATES Mothership for orchestra & electronica (To access resources online go to clevelandorchestramiami.com, click on Education and Engagement, then click Learn More. Scroll down to Education Concerts, Classroom Resources for Educators.) 2 Please Note: Education Concerts are approximately one hour in length. Programs are subject to change. Due to time constraints, the musical selections played on Cleveland Orchestra Education Concerts are, in many cases, excerpts from larger works. It is our goal to present a wide range of classical music of the highest artistic quality for you and your students within the time parameters imposed. We encourage you to enjoy the full works with your students whenever possible. Happy listening!

5 CLASSROOM TEACHING IDEAS FOR GRADE 4 THE SOUNDS OF THE ORCHESTRA Listening Guide Below is a piece by piece listening guide to your Spotify playlist of concert selections, (to access resources online go to clevelandorchestramiami.com, click on Education and Engagement, then click Learn More. Scroll down to Education Concerts, Classroom Resources for Educators.) with questions to lead your class in guided listening and discussion of the music. Start by reading about the composers and their music in The Score student newspaper, and then follow up by listening to the music together. Introduction from Also Sprach Zarathustra Richard Strauss ( ) 1. Have you heard this music before? Where? What does it make you think of? 2. This is a piece for a very large orchestra. How many instruments do you think are playing? Which ones can you identify? Allegro from Eine Kleine Nachtmusik Wolfgang Amadeus Mozart ( ) 1. How does this music sound different from the last piece? Are there more or fewer instruments playing? What is the main family of instruments that you hear? 2. Eine Kleine Nachtmusik means A little night music in German. Does it sound like night to you? Why or why not? Fanfare from La Pèri Paul Dukas ( ) 1. Which instrument family of the orchestra do you hear? Which instruments are members of that family? 2. A fanfare often announces an important person or event. What do you think this fanfare might be announcing? MXYZPTLK from Metropolis Symphony Michael Daugherty (b. 1954) 1. Michael Daugherty s Metropolis Symphony is all about the character Superman. Where do you think the title comes from? 2. What is the first instrument you hear? How would you describe the shape of the sound? Scène aux Champs from Symphonie Fantastique Hector Berlioz ( ) 1. Scène aux Champs means scene in the field in French. What sounds do you hear that remind you of things in a field? What do you think the field looks like? 2. This piece begins with two instruments, the English horn and oboe, taking turns playing. Can you hear the moment when they start to play together? Leonore Overture No. 3 Ludwig van Beethoven ( ) 1. How does the trumpet you hear in this piece sound different from the trumpets in the Fanfare from La Pèri? 2. This music is from an opera that tells the story of a daring rescue. What character do you think the trumpet might represent? Bolero Maurice Ravel ( ) 1. Listen to the rhythm played by the snare drum at the very beginning of the piece. This rhythm continues throughout the entire piece, with more and more instruments joining in. Can you tap it on your thigh or desk along with the music, or play it on percussion instruments? 2. On top of the distinctive rhythm, two melodies are also heard throughout, and they too are passed among different instruments. See how many of the instruments you can hear and identify as they join in. 3. A bolero is a type of Spanish dance. What do you think a dance to this music might look like? Mothership for orchestra and electronica Mason Bates (b. 1977) 1. Why do you think this piece is called Mothership? Can you make up a story to go with the music? 2. Can you tell which sounds are the orchestra and which sounds are electronic? 3

6 CLASSROOM TEACHING IDEAS FOR GRADE 4 THE SOUNDS OF THE ORCHESTRA Activities: Sound All Around What s the Beats per Minute? This concert explores the different ways that the orchestra can fill our ears with sound. You can emulate these techniques as a group by using your voices, rhythm instruments, or band/orchestra instruments if you have them. Choose a song that everyone knows (Happy Birthday, Twinkle, Twinkle, Little Star, etc.) and try singing/playing it in the following different ways. Then listen to the corresponding tracks to compare your version to the orchestra s. Full Orchestra vs. Chamber Orchestra: Have the whole class perform the song together, then divide into four groups and have each small group perform. Did each group sound the same? How did the small groups sound different from the whole class? (Corresponding pieces: Also Sprach Zarathustra and Eine Kleine Nachtmusik) In Stereo: Choose two individual students to stand on opposite sides of the room (the larger the space, the better) and have the rest of the class stand in the middle. On your cue, have the two students start performing the song while the rest of the class listens. How does it sound? For a more advanced variation, give the two students cues to start and stop singing/playing at different times. How does the sound change? (Corresponding piece: MXYZPTLK ) Build It Up: Have one student start singing or playing the song, then point to each student to join in one at a time until the whole class is performing. What did you hear? (Corresponding piece: Bolero) Add a Beat: Perform your song along with a variety of electronic accompaniment tracks (many websites have tracks you can play for free, like www. freesound.org). What do you have to change about the way you sing/play with each one? (Corresponding piece: Mothership) Online Resources Watch video clips from the New York City Ballet s recent staging of Mason Bates Mothership for eight dancers: Watch the opening of the film 2001: A Space Odyssey with the music from Also Sprach Zarathustra: Learn more about this concert s living composers through their personal websites and compare their lives and careers: Michael Daugherty Mason Bates Off-Stage: Have one student (or a small group) stand outside the classroom in a hallway or adjacent room. Assign the students in the hallway part of the song and students in the classroom the other (ex: students in hallway sing Twinkle, twinkle little star, then students in classroom sing how I wonder what you are ). Try singing back and forth. Was it difficult to stay together? (Corresponding pieces: Scène aux Champs and Leonore Overture No. 3) 4

7 CLASSROOM TEACHING IDEAS FOR GRADE 4 THE SOUNDS OF THE ORCHESTRA Curriculum Connections: Next Generation Sunshine State Standards Big Idea: CRITICAL THINKING AND REFLECTION Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. (MU.4.C.1) Benchmark: 1. Develop effective listening strategies and describe how they can support appreciation of musical works. (MU.4.C.1.1) Benchmark: 2. Describe, using correct music vocabulary, what is heard in a specific musical work. (MU.4.C.1.2) Benchmark: 3. Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard. (MU.4.C.1.3) Enduring Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. (MU.4.C.3) Benchmark: 1. Describe characteristics that make various musical works appealing. (MU.4.C.3.1) Big Idea: ORGANIZATIONAL STRUCTURE Enduring Understanding 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. (MU.4.O.1) Benchmark: 1. Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. (MU.4.O.1.1) Enduring Understanding 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. (MU.4.O.2) Benchmark: 1. Create variations for selected melodies. (MU.4.O.2.1) Big Idea: HISTORICAL AND GLOBAL CONNECTIONS Enduring Understanding 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). (MU.4.H.1) Benchmark: 2. Describe the influence of selected composers on the musical works and practices or traditions of their time. (MU.4.H.1.2) Benchmark: 3. Identify pieces of music that originated from cultures other than one s own. (MU.4.H.1.3) Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE Enduring Understanding 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. (MU.4.F.1) Benchmark: 1. Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/ or movement. (MU.4.F.1.1) 5

8 THE INSTRUMENTS OF THE CLEVELAND ORCHESTRA STRINGS Harp Violin Viola Cello Double Bass WOODWINDS Flute Piccolo Saxophone Tuba Clarinet Contrabassoon Bassoon Bass clarinet BRASS Trumpet Trombone Oboe English horn French Horn Gong PERCUSSION Timpani Triangle Maracas Castanets Piano Snare Drum Bass Drum Cymbals Tambourine 6

9 Sensational Strings! Historians think that the first instrument in the string family was developed from the caveman s hunting bow. In the string family, sound is made by plucking, strumming or drawing a bow across the strings. The harp has 47 strings and pedals to add flats and sharps! wooden bow chin rest horse hair finger board neck fancy scroll tail piece anchors the strings bridge holds strings up so they can vibrate freely hollow body amplifies the sound strings vibrate to make sound (plucked or bowed) one tuning peg for each string violin viola cello double bass harp pedals for flats and sharps 7

10 Wondrous Woodwinds! The first woodwind instrument may have been created by blowing through a blade of grass or an old animal bone. The first woodwinds had open holes that needed to be covered by your fingers. Eventually, inventors added a system of metal keys that would cover more than one hole at a time. The three types of woodwinds are (1) those which you blow across an open hole to make sound; (2) those with a single wooden reed on the mouthpiece; and (3) those with two small wooden reeds tied together called double reeds. In the last two kinds, the reeds vibrate to make sound. Air-only Woodwinds piccolo flute Single Reed Woodwinds reed ligature holds it on Double Reed Woodwinds first reed second reed tied together with thread 8 oboe English horn bassoon contrabassoon

11 Brilliant Brass! Ancient brass instruments were made of bone or an animal s horn. Today they are made of metal. Brass players create sound by buzzing their lips into the metal mouthpiece. They play different notes by tightening and loosening their lips, and by pressing down valves (or in the case of the trombone, by moving the slide in and out!). large bell at end amplifies the sound hollow tubing player buzzes lips through metal mouth piece to start vibration of the air inside valves add extra tubing to change pitch shiny made of brass or other metal trumpet French horn slide moves to change pitch tuba trombone 9

12 Power Packed Percussion! The percussion instruments provide the orchestra with accents, rhythms and special sounds. Force is required to make the instruments vibrate. Sound is produced by striking, hitting, scraping, shaking, rubbing or tapping the instruments with a stick, mallet, beater or a hand! There are two kinds of percussion instruments: 1) instruments like the timpani which can play a melody; and 2) those like the snare drum, which make only one pitch. Tunable instruments that can play a melody Instruments that make one pitch timpani foot pedal to change pitch gong triangle piano snare drum maracas castanets chimes cymbals celesta tambourine 10 xylophone bass drum

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14 Cleveland Orchestra Miami 1444 Biscayne Blvd., Suite 302 Miami, Florida Cleveland Orchestra Miami s Education Programs are made possible by: 2O16-17 SEASON Sponsored in part by the State of Florida, Department of State, Division of Cultural Affairs and the Florida Council on Arts and Culture. With the support of the Miami-Dade County Department of Cultural Affairs and the Cultural Affairs Council, the Miami-Dade County Mayor and Board of County Commissioners. Cleveland Orchestra Miami education programs are funded in part by The Children s Trust. The Children s Trust is a dedicated source of revenue established by voter referendum to improve the lives of children and families in Miami-Dade County by making strategic investments in their future. This project is supported in part by an award from the National Endowment for the Arts. Generous foundation support provided by The Miami Foundation, from a fund established by the John S. and James L. Knight Foundation. The Batchelor Foundation, Inc. as of October 2016