HARTFORD SYMPHONY ORCHESTRA The HSO and the Case of the Missing Ghost Lamp Sponsored by United Bank Foundation Connecticut DISCOVERY CONCERT SERIES 2016-17 Concert Guide for Teachers
2 Hartford Symphony Orchestra s Copyright 2016 THE HSO AND THE CASE OF THE MISSING GHOST LAMP A musical mystery story, brought to life with spooky repertoire in a Halloween-themed exploration of the orchestra. (Grades 1-5) *3*222 4331 T+4 kybd [pf/cel] hp str Original production by Miriam Engel and Adam Kerry Boyles World premiere November 2, 2016 Hartford Symphony Orchestra Conducted by Adam Kerry Boyles The Bushnell Center for the Performing Arts Sponsored by United Bank Foundation Connecticut
3 TABLE OF CONTENTS 5 7 8 11 15 Concert Program Meet the Conductor Meet the Orchestra Classroom Activities Family Activity 17 Field Trip Day!
John Williams Samuel Barber Aaron Copland Christopher Rouse UNITED STATES Manuel de Falla SPAIN The COMPOSER is the person who writes the music! Have you ever written a song before? Benjamin Britten ENGLAND (United Kingdom) Georges Bizet Camille Saint-Saëns FRANCE Edvard Grieg NORWAY Wolfgang Amadeus Mozart AUSTRIA Where in the world are the composers? Engelbert Humperdinck GERMANY Peter Ilyich Tchaikovsky RUSSIA 5 6 CONCERT PROGRAM ADAM KERRY BOYLES conductor and host HARTFORD SYMPHONY ORCHESTRA CARMEN SUITE NO. 1: ACT I PRÉLUDE Georges Bizet 1838 1875, France HARRY POTTER AND THE SORCERER S STONE: John Williams HEDWIG S THEME 1932, United States EINE KLEINE NACHTMUSIK ( A LITTLE NIGHT MUSIC ) SIMPLE SYMPHONY: PLAYFUL PIZZICATO SUMMER MUSIC FANFARE FOR THE COMMON MAN KU-KA-ILIMOKU Wolfgang Amadeus Mozart 1756 1791, Austria Benjamin Britten 1913 1976, England Samuel Barber 1910 1981, United States Aaron Copland 1900 1990, United States Christopher Rouse 1949, United States SYMPHONY No. 4: SCHERZO Peter Ilyich Tchaikovsky 1840 1893, Russia EL AMOR BRUJO: DANZA RITUAL DEL FUEGO ( LOVE, THE MAGICIAN: RITUAL FIRE DANCE ) Manuel de Falla 1876 1946, Spain HANSEL AND GRETEL: HEXENRITT ( WITCH S RIDE ) Engelbert Humperdinck 1854 1921, German PEER GYNT: IN THE HALL OF THE MOUNTAIN KING Edvard Grieg 1843 1907, Norway DANSE MACABRE ( DANCE OF DEATH ) CARMEN SUITE NO. 1: LES TORÉADORS ( THE BULLFIGHTERS ) Camille Saint-Saëns 1835 1921, France Georges Bizet 1838 1875, France
7 8 MEET THE CONDUCTOR ADAM KERRY BOYLES Conductor and Host HARTFORD SYMPHONY ORCHESTRA Adam Kerry Boyles is a dynamic and versatile conductor, and a notable figure in the musical life of New England. Boyles is currently Director of Orchestras at MIT, Assistant Conductor of the Hartford Symphony Orchestra, and Music Director Emeritus of the Brookline Symphony Orchestra. Boyles has held Music Director positions with the Southern Arizona Symphony Orchestra, MetroWest Opera, and Opera in the Ozarks, and has served on the faculty at The University of Texas at Austin and The University of Arizona. Also an accomplished vocalist, Boyles has performed in numerous operas and with many professional choral ensembles across the country, including as a guest soloist with the Tanglewood Festival Chorus. D.M.A. University of Texas at Austin M.M. University of Arizona B.M. Indiana University MEET THE ORCHESTRA First public performance at West Middle School in Hartford The CONDUCTOR stands front and center onstage and leads the orchestra. He or she uses a BATON to show the instruments when to play, as well as how loud or soft, fast or slow, choppy or smooth, aggressive or gentle. Percussion Brass Woodwinds Keyboards THE FAMILIES OF THE ORCHESTRA These instruments don t belong to any of the four traditional orchestral families, so they are often grouped together as Keyboards. Some people say that they belong to The String Family, however. Can you guess why? Violin 2 Viola Violin 1 Conductor Cello Harp Piano Celesta
9 These musicians use a bow with hair from my tail to play these string instruments! 10 Tuba The Brass Family The String Family Trumpet French Horn Violin Viola Cello Trombone Bass The Woodwind Family The Percussion Family Piccolo There are 2 main categories of percussion: PITCHED, meaning that it makes a sound on a specific note, and UNPITCHED, which means it makes noise without sounding a specific note. Can you guess which of these instruments here belong in each category? Xylophone Flute Drumset The oldest instrument in the world is in the woodwind family. Archaeologists once found a flute made of bone that was carved 43,000 years ago! Clarinet Oboe Bassoon Bongos Snare drum Maracas Congas Triangle Timpani Bass drum Cymbals Tambourine Tubular bells
11 12 CLASSROOM ACTIVITIES ACTIVITY 1 GHOST LAMP VOCABULARY BANK Musicians not only perform what is written on the page, they interpret what the composer is trying to communicate: the dynamics and tempo and articulation, but also the emotion and mood of the music. Sometimes the composer even had a specific story or theme in mind, which makes our jobs a little easier. Violinist Chloe Trevor arranged the Danse macabre ( Dance of Death ) of Camille Saint-Saëns into a beautiful and haunting duet for piano and violin. In the music video she created of the piece, she pairs her musical interpretation of the original work with a dancer whose choreography highlights first the awakening of the skeletons, then the rising fury of their dance of death, and then the coming of dawn and the skeletons return to rest. Watch the YouTube video of Chloe Trevor s Danse macabre: https://www.youtube.com/watch?v=nsymd620-u4 1. How does the violinist show the emotion and mood of the music? 2. How does the dancer show the emotion and mood of the music? 3. How does the music make YOU feel? Using the vocabulary on the next page, describe or draw your own interpretation of the emotion and mood of the music. EMOTION and MOOD Afraid Angry Bored Brave Calm Confused Disgusted Energetic Frustrated Guilty Happy Hopeful Lonely Loving Nervous Playful Sad Shy Surprised Thankful MUSIC Crescendo get louder Diminuendo get softer Dynamics how loudly or softly to play Forte loud Legato play notes smoothly Melody the tune of the piece Piano soft Rhythm the pattern of sounds and silences Staccato play notes in a disconnected way Tempo the speed of the music
Team Red clue answers: Tissues, computer, door, marker, teacher Team Blue clue answers: Clock, phone, tape, book, teacher 13 14 ACTIVITY 2 Put on your detective hat! Teachers, cut out and hide these clues in your classroom. Divide your students into two teams and hand each team a first clue, which will lead students to the location of the next clue. Each teams clues will take them to different locations for the next clues, but the final hiding spot is the same. The team that finds the final hiding spot first wins! Team Red Ready to give up? Or do you want more? Uh oh, someone is knocking... Perhaps you should look on the Team Red Team Blue Did you see the ghost? Was he wearing a cape? If you re going to hold it together, You might need glue or Team Blue When it s storming outside Did the thief steal anything? Team Red Team Blue The sky gets angry and darker. Did you see what he took? Got a stuffy or runny nose? One hand is longer than the other To draw a comforting picture, You might want to check Or maybe dust on your shoes? But you don t need a doc, You ll need a crayon or Over where you d read a There s no need to cry, It has numbers 1 through 12, Hunt for a box of I think it s time to look near the Team Red Team Blue Team Red Team Blue Who put all this in motion, Which sneaky creature? Who put all this in motion, Which sneaky creature? This thing can help you learn lots, This thing has lots of numbers To reach your final destination To reach your final destination Like the definition of scooter. It makes some feel less alone. Go high-five your Go high-five your It has keys and a mouse; Perhaps you talk to others on it? Why don t you look by the Find the next clue on the?
15 16 FAMILY ACTIV ITY Catch the culprit! Detective s Tool Kit 5. Using the scissors, carefully cut out each of your graphite fingerprints from your piece of white paper. When they are all cut out, put them in the container with everyone else s graphite fingerprints, then stir up the container with your hands so that the contents are all mixed up! Pencils Scissors Clear tape White paper Washable markers A container like a shoebox, vase, or jar. Absorbent paper, like newspaper or paper towel STEP 1: Prepare the fingerprint database 1. Each suspect should now each take their own piece of white paper and draw a golf-ball sized circle with the pencil. Fill in the circle with the pencil so that you have a graphite ink-pad. 2. Press your thumb firmly onto the penciled-in circle, then pick up your finger. Immediately press your thumb onto the sticky side of a piece of clear tape. When you lift your finger off the tape, you should see that some of the graphite has come off your finger and onto the sticky side of the tape. 3. Press the tape onto a blank area of your white paper, and you ll see your fingerprint appear! 4. Repeat steps 2-3 for your other 4 fingers on the same hand. STEP 2: Prepare the crime scenes 1. Each suspect (family member) should choose their own color marker for their fingerprints. (Avoid yellow since it doesn t show up well on white paper.) 2. Color with your marker on your own piece of absorbent paper, an area about the size of a golf ball. Go over the area until the paper is beginning to saturate, but not enough to rip. 3. Using the same hand as with the graphite, press your thumb onto the color, then pick up your finger and immediately press the thumbprint onto the white paper. 4. Repeat steps 2-3 for the other fingers on the same hand. 5. Label your paper with your name. STEP 3: Match the suspect to the crime scene 1. Together, examine each graphite fingerprint in the container and match it to the correct crime scene. 2. If you re very observant of the swirls and patterns on each fingerprint, you should get a full set of prints for all five suspects hands!
17 18 FIELD TRIP DAY! HOUSE RULES TRANSPORTATION Please plan to arrive no later than a half hour before the start of the performance. Students are seated by school, and it will take a long time to get everyone into their sections of the auditorium. If you are late, you may not be able to be seated. Students are to disembark where their bus parks. Parking meters will be bagged along neighboring streets: Trinity, Capitol, and Buckingham. The meters will be bagged or designated with a no parking stake. Please make a mental note of where you are parked. Please enter the Bushnell complex through Mortensen Hall via Trinity Street or via the brick courtyard on Capitol Avenue. Buses with handicapped students should stop at the Trinity Street entrance, where the ramp is, and drop off only the special-needs individual(s), along with at least one chaperone. The bus should then proceed to one of the bagged meters and park, at which time the other students will walk to the theater. TICKETS Ushers will be posted everywhere to guide you to your seats; let one of them know from which school you have come. You will not receive actual tickets. When you arrive, we will direct you to your seats based on your school, which we will have already allotted a certain location in the hall. Seating is determined based on special needs and group volume. All students, regardless of age, need an escort to leave the auditorium to use the restroom or for any other purpose. Ushers will not allow unattended students to exit without an adult chaperone. Anyone leaving the auditorium during the concert will have to wait for an appropriate break in the program to re-enter. People re-entering may not always be able to go back to their original seats depending on the program and may be asked to take available seats in the back. Groups arriving after the start of the concert will be seated at the discretion of House Management. It is absolutely prohibited to use cameras, audio-video or other recording devices, cell phones, digital games, and music players in the hall. A chaperone will be required to sit in the front row with any group seated on an upper level. Please arrange children in a desired seating order prior to entering the building. Once seating load-in begins, students must quickly move straight across, down the rows. The high number of audience members does not leave time to accommodate traffic jams caused by boy/girl seating or for certain classes to sit with each other, etc. Once a group is seated, teachers may move individual students within the section. No one is allowed to sit on the floor or in the aisles at any time. No hats may be worn inside the building. No food or beverages are allowed in the building. Please remain seated at the end of the performance. An usher will dismiss students by school from the stage.
19 20 MORTENSEN HALL You ll be seeing your concert in Mortensen Hall, the 2,800- seat theater and original building of The Bushnell Center for the Performing Arts, the premier performing arts center in the region. The building was designed by the same architects as that of New York's famous Radio City Music Hall, and opened in 1930, right at the beginning of the Great Depression. Named in honor of William H. Mortensen, The Bushnell's first managing director, Mortensen Hall is renowned as one of the world's greatest examples of the Art Deco style, an artistic style of the 1920s and 1930s that is recognizable by its bold geometric shapes and bright colors. When you go into the theater, look up! You ll find the largest hand-painted ceiling mural in the United States, measuring 187 feet by 40 feet. That s 4 school buses long and 1 school bus wide! The artist Barry Faulkner and his team called the piece Drama, named for its artistic centerpiece, the Muse of Drama. Surrounding the goddess are vivid representations of performance, progress, and hope from ancient mythological times to the 20th century. You ll find older symbols such as ancient images of the sun, moon, and stars symbolizing light, knowledge, constancy, and eternity as well as more modern icons like airplanes. Try to spot as many of these symbols as you can!
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