Five musicians who regularly perform. Got Rhythm? National Symphony Orchestra Leonard Slatkin, Music Director. Ed Cabarga plays the clarinet.

Similar documents
For Teachers. For the Bravo, Brass! concert use: Welcome to Cuesheet, one of. For the Who s Got the Melody? concert use: page 3. Cuesheet for Teachers

A Musical Book and Lyrics by Music by Judith Viorst Shelly Markham

What s in Cuesheet? Look for the castle for topics of discussion or activities you may want to do with other students, friends, or family.

What s in Cuesheet? Who is Street Sounds? page 2. The Human Voice, page 3. Making Music, pages 4 and 5

Vocal Union Training: Developing Musicianship through Movement March 2011

Greenwich Music Objectives Grade 3 General Music

RHYTHM (Steady Beat); FORM (Same or Different) MOVING, LISTENING grades K 2. Lesson Plan #1: Move to the Beat

San Diego Symphony. Young People's Concerts America, America! February 21 and 24, Jacobs Music Center/Copley Symphony Hall

Love to Listen! - Active, Silent and Intercom Listening

Movin. Original Music by Hap Palmer. Hap-Pal Music and Educational Activities

Photo by Carol Pratt. Intermediate level

Bite-Sized Music Lessons

Symphony No 10, Mvt 2 by Dmitri Shostakovich

Integrating Music and Mathematics in the Elementary Classroom

- 곰을쫓는다양한인물들이꼬리에꼬리를물고연결됩니다. 곰을쫓아내야한다는목적으로 그들이가지고등장하는다양한악기들은엉뚱한결말을이끄는도구가됩니다.

Concerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev

Grade 4 General Music

Mu 110: Introduction to Music

Artsaround Music Theme: Classics for Kids Lesson Topic: The William Tell Overture

Weeks 1& 2: Introduction to Music/The Creation Lesson 1

STRING FAMILY. Instrument Playground. s a i n t l o u i s s y m p h o n y o r c h e s t r a. Instructions Information Activities

A beginner piano method with pre-staff kids notes and keyboard guides

CONTENTS: Peter and the Wolf 3. Sergey Prokofiev 5. Consider This: Class Activities 6. Musical Terms 7. The Melbourne Symphony Orchestra 8

The John F. Kennedy Center. School Performance

Beat - The underlying, evenly spaced pulse providing a framework for rhythm.

Rhythm, Rhythm, Rhythm: Teaching The Most Important Thing In Music. Strategies For The Instrumental Classroom.

RHYTHM. Simple Meters; The Beat and Its Division into Two Parts

The Louisiana Philharmonic Orchestra Welcome to our Early Explorers Concert Orchestra ABC s

Education Outreach Program. of the Kansas City Chamber Orchestra. Classical Adventures. Bruce Sorrell, Music Director

14. Some composers will orchestrate their music according to certain dealing with and. 15. For the most parts, music from the Baroque will use

Beat. Episode 1. It s the heartbeat of music 1OVERVIEW. Vocabulary. Unit 1 Music Theory LESSON OBJECTIVES. Beat. Strong beat Weak beat Measures

How to Read Music. 1. What is a beat? a. When thinking about a beat, think about your i. What three words describe a beat?

Grade 3 General Music

Mambo by Leonard Bernstein

Music Learning Expectations

HOW TO & TIPS: COMPOSITION IN PERCUSSION

How music represents animals and animal stories

KINDER KONZERTS EDUCATOR GUIDE MAX FOUND TWO STICKS

The students express speaking and singing voices by singing songs and playing games.

CARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5

Greenwich Music Objectives Grade 2 General Music

Kinesthetic Connections in the Elementary Music Classroom, BethAnn Hepburn

MUSIC COURSE OF STUDY GRADE

Year 1 Music Medium Term Plan

The purpose of this pack is to encourage and develop the skills required for the Listening and Appraising papers in GCSE examinations.

Grade 5 General Music

GIOACHINO ROSSINI AND WILLIAM TELL OVERTURE - CLIL LESSON PLAN

1 OVERVIEW. Writing Rhythms. Episode 11. Putting notes and rests together in a measure. Vocabulary. Unit 1 Music Theory LESSON OBJECTIVES

Flute & Piccolo. with Julie Blum, Clarinet and Dr. Scott Crowne, Piano. The Sunderman Conservatory of Music. presents

Flying. Fountas-Pinnell Level H Fantasy. by Alex Mason

A series of music lessons for implementation in the classroom F-10.

This is the fifth year for Diocesan-wide Music assessments on the Elementary level so most should be familiar with the process.

Musical Activities for Early Childhood Inclusion

Multidisciplinary workshops: WHO S AFRAID OF THE BIG

Grade 1 General Music

SHOALS AREA BAND DIRECTORS ASSOCIATION BY-LAWS UPDATED

Habits of a Successful STRING ORCHESTRA. Teaching Concert Music and. Christopher R. Selby. GIA Publications, Inc. Chicago

Transformations! BCMG Schools' Concerts Resource Pack 2011

Animal Kingdom String Quintet. William Tell. TELEMANN: The Frogs. ANDERSON: The Waltzing Cat SAINT-SÄENS: The Elephant from Carnival of the Animals

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2010

Geri Keams. Coyote and Spider Woman. and Other Creation Stories. What s in Cuesheet? The Storyteller Tells Her Story, pages 2 3

What s in Cuesheet? The picket fence marks topics for discussion or activities you may want to do with other students, friends, or family.

Schools Concert Plus Teachers Resource Pack

Musical Expansion: Growing from an Idea. Presented by. Michael Vasquez, Kuentz ES. San Antonio, TX.

Section 1: The Basic Elements of Music

ELEPHANT & PIGGIE S WEARE IN A PLAY!

Rhythm What s Not on the Page

Lets go through the chart together step by step looking at each bit and understanding what the Chart is asking us to do.

Sound/Path/Field. for multiple musical ensembles, organ, and outdoor theater by. Robert Morris

drumlearn ebooks Fast Groove Builder by Karl Price

Melbourne Symphony Orchestra Meet the Orchestra: Big Bang!

Music Curriculum Glossary

Music Conducting: Classroom Activities *

The Young At the Bars

Audition Guide. Overview 2 Our Ensembles 3 Student Progression 4. Musical Skills Required: Strings 5 Winds/Brass 7 Percussion 8 Jazz 9

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

Greenwich Music Objectives Kindergarten General Music

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor

Time Beat and Rhythm

Extensions for the Music Specialist

going to see a... Lollipops Concert RICHMOND SYMPHONY SENSORY FRIENDLY PERFORMANCE PRE-VISIT STORIES

Page 8 Lesson Plan Exercises Score Pages 81 94

1 st Grade Music Curriculum

My Many Colored Days

The Chorus Impact Study

Bite-Sized Music Lessons

Elements of Music. How can we tell music from other sounds?

COURSE: Elementary General Music

PIECE ON A POSTCARD TEACHING RESOURCES ROB FARRER

S.O.S. Sequencing, Organizing and Using Standards in the Jr. High Orchestra Classroom

SEASON. AMERICAN ROOTS Parent/Teacher Guide

Curriculum Map Kindergarten

Characteristics of the Text Genre Informational Text Text Structure

OLCHS Rhythm Guide. Time and Meter. Time Signature. Measures and barlines

Music Curriculum Map 2017/18

A Fine Arts Standards Guide for Families

Orchestrating the Finance Function & Its Role in the Organization

Rodeo - Hoedown by Aaron Copland

Page 16 Lesson Plan Exercises Score Pages

Key Signatures. Meters. Tempo. Clefs and Transpositions. Position Work for Strings. Divisi. Repeats

Transcription:

Welcome to Cuesheet, a performance guide published by the Education Department of the John F. Kennedy Center for the Performing Arts and the National Symphony Orchestra Glenn Donnellan plays the violin. Ed Cabarga plays the clarinet. Joe Connell plays percussion. Adel Sanchez plays the trumpet. Rick Barber is the group s bass player. (NSO) in Washington, D.C. This Cuesheet is designed to help you prepare your students for the performance Got Rhythm? National Symphony Orchestra Kinderkonzert Got Rhythm? About the Concert Five musicians who regularly perform in the 100-member National Symphony Orchestra (NSO) have joined together to teach young children about music in the Kinderkonzert, Got Rhythm? This concert explores rhythm in music.the musicians will explore where rhythm comes from from the world around us and from inside our own bodies.they will play music from many different countries and cultures, and show how rhythm is related to language. They will also demonstrate how different rhythms make people feel like moving.the musicians will invite students to play with the group using simple rhythm instruments. The activities in Cuesheet are designed to help your students learn to feel, hear, and play rhythm. National Symphony Orchestra Leonard Slatkin, Music Director

Sounds Make Oral Language, Steady Beat, Gross Motor Coordination Everyday Sounds Explain to students that all music has rhythm. Many people like to move music s rhythm. Everyday sounds have rhythm too. It is also fun to move to everyday sounds! Invite students to say these everyday sounds, and coordinate their speaking with each movement. Say: beat beat beat beat Move: hand tapping on the chest Say: tick tock tick tock Move: tilt head to the left, tilt head to the right Say: bounce bounce bounce bounce Move: hand tapping the floor Mathematical Groupings, Steady Beat Grouping Sounds Explain to students that in music, sounds are organized into groups and patterns. Lead students in exploring the five different groupings below, A through E. Clap each grouping for the students, inviting them to listen and repeat what they hear. As the leader, you must keep a steady beat. To play each rhythm evenly, establish the beat by counting, 1-2-3-4 before you demonstrate each example. When you see, clap your hands and say clap. When you see the word rest, hold your hands out to the side and quietly say rest. Count: 1 A 2 3 4 Say: drip drip drip drip Move: index finger tapping the opposite hand B Listening Rhythms in Music Help students identify the following rhythms in music: In Anderson s Syncopated Clock : the rhythm of a ticking clock In Rossini s William Tell Overture : the rhythm of galloping horses hooves In Vivaldi s Spring Concerto (first movement): the rhythm of singing birds, thunder, and lightning (For recording information, see Music Resources, page 4) C D E After the exercise, remind students that rhythm is created when sounds are organized into groups. When you repeat each group of sounds, it makes a pattern. Also tell students that when they listen to music, they may enjoy listening for simple rhythms that they can recognize and remember.

Rhythm! Oral Language, Listening, Steady Beat Words Have Rhythm Count: A B C D E F 1 2 3 4 Bee Bee Bee Bee Bee Bee Bum-ble Bee Bum-ble Bum-ble Bee Bee Hon-ey Bear Fluf-fy Cat Yel-low Duck Fur-ry Bat Bum-ble Bee Bee Bee Explain to students that when people speak, their words make different rhythms. Lead students in exploring the six different word phrases (A through F) in the chart above. Clap each phrase for the students and invite them to listen and repeat what they hear. As the leader, you must keep a steady beat. To play each rhythm evenly, establish the beat by counting, 1-2-3-4 before you demonstrate each example. To make these rhythms, clap once for each syllable. For example, you will clap one time when you say the word, bee or bear and clap two times when you say the word bum-ble or hon-ey. Oral Language, Syllables, Steady Beat Practicing Word Rhythms To practice more word rhythms, use the insert page titled Words Make Rhythm. On this insert are four word phrases with pictures underneath the syllables in each word. Follow these four steps for using each word example on the insert: Read aloud the first word phrase, emphasizing the syllables in each word to give the words rhythm. Invite students to repeat the word phrase. Read aloud the word phrase as you clap the syllables. Invite students to copy your example. Read aloud the word phrase and, as you speak, use your finger to tap the picture below each syllable. Your finger tapping will create a rhythm. Students copy your example, speaking and tapping on the desk or floor. Finally, tap the pictures with your finger as you silently say the words in your head. Invite students to copy your example, tapping the rhythm without speaking the words. More Word Rhythms To further develop students awareness of word rhythms, read aloud and discuss stories with rhythmic language. (See Reading Resources, page 4)

Words Make Rhythm! 1. cra zy kit ty 2. blue but ter fly 3. ti ny lit tle dog 4. won der ful worm ILLUSTRATIONS BY LISE GLADSTONE

Musicians Need a Good Audience Directions: Use this Going to a Concert to read about going to a concert. When you and to a concert, you are part of the. watch The is an important part of the concert. listen To hear all the, the audience must carefully! If you talk, people in the music will not be able to. clap When the ends, if you the. like ILLUSTRATIONS BY LISE GLADSTONE

Going to the Kennedy Center Introducing the Kennedy Center This may be your students first visit to the Kennedy Center. Explain to students that many people go to the Kennedy Center every day to see and hear dance, theater, or music performances on one of its seven stages. Students will hear the concert in the Theater Lab. Explain that the class will enter the Kennedy Center at the Hall of States. Tell students to look overhead where they will see the flags of the 50 states, the District of Columbia, and the five U.S. Territories. To get to the Theater Lab, students will ride inside a large elevator to the Kennedy Center s top floor. A large banner that says Theater Lab hangs on the wall outside the theater. In the theater, a person wearing a red jacket the usher will show students where to sit. Almost 500 people can watch a performance together in the Theater Lab! Written Language, Reading Symbols Being a Good Audience To prepare students to participate in the concert, use the insert page titled Being a Good Audience. Show students the pictures and explain the key. Then read the text aloud, stopping at the pictures and inviting students to use the key and assist in completing the sentences. The Kennedy Center is the home of the National Symphony Orchestra. Oral Language, Recall After the Concert Lead students in a discussion about the concert: What instrument(s) did you like best? Why? What music from the concert did you like best? What new things did you learn? What did you learn about rhythm? Lead students in a discussion about their role as audience members: Were members of the audience good listeners? How could you tell? What were you invited to do during the concert? Why? Reading Resources You and your students may want to read books with rhythmic language: Fleming, Denise. In the Tall,Tall Grass.NY: Henry Holt & Company, Inc., 1995. Martin, Bill. Brown Bear, Brown Bear, What Do You See? NY: Henry Holt & Company, Inc., 1995. Martin, Bill and John Archambault. Chicka Chicka Boom Boom. NY: Aladdin Library, 2000. Thorne, Donna Sloan and Marilyn Sloan Felts. Buzz and Ollie s Steady Beat Adventure. Sloan Publishing, 2002. Music Resources You and your students may want to listen to Anderson, Leroy. The Best of Leroy Anderson, MCA 11710. Rossini, Giaccomo. Rossini Overtures, Orchestre symphonique de Montreal, Charles Dutoit, conductor, Universal 467427. Vivaldi, Antonio. The Four Seasons, Israel Philharmonic Orchestra, Zubin Mehta, conductor, Polygram Records 419214. James A. Johnson Chairman Michael M. Kaiser President Leonard Slatkin Music Director, National Symphony Orchestra Derek E. Gordon Senior Vice President National Symphony Orchestra Kinderkonzerts Got Rhythm? Cuesheet is funded in part through the support of the U.S. Department of Education,The Kennedy Center Corporate Fund, and the Morris and Gwendolyn Cafritz Foundation. Gifts and grants to the National Symphony Orchestra Education Program are provided by Bank of America,The Morris and Gwendolyn Cafritz Foundation, Centene Corporation, Chevy Chase Bank, Clark-Winchcole Foundation, DC Commission on the Arts and Humanities, the Charles Engelhard Foundation, Fight for Children, Inc., Johnson & Johnson, MLKA Foundation, Inc., National Endowment for the Arts, National Trustees of the National Symphony Orchestra, Park Foundation, Inc., Renah Blair Rietzke Family & Community Foundation, Lynn and Louis Wolfson, II Family Foundation, Inc., the Women s Committee for the National Symphony Orchestra, and the U.S. Department of Education. Cuesheet Editor: Lynne B. Silverstein Writer: Marcia Daft Design: Good Design/Nice Pictures 2004 The John F. Kennedy Center for the Performing Arts