Table of Contents Indiana Academic Standards on the Arts...... 2 Pre-Concert Activities...3 Post-Concert Activities.4 Review of Sections with Jack......5-9 Using Rhythm to Tell a Story...... 10 Music in Dance..11-13 Music and Mood....14-15 Genre Jam...16 Let s Learn Spanish... 17-19 Symphony Concert Etiquette..20 Common Core Standards Used Pertaining to Music Specifically: Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. (MU:Re7.1.2a) Apply personal and expressive preferences in the evaluation of music for specific purposes. (MU:Re9.1.2a) Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.0.2a) Explore how music is used for a variety of purposes and occasions and discuss personal preference for different musical works. (MU:Cn1.2.1) 1
INDIANA S ACADEMIC STANDARDS FOR MUSIC Philosophy and Rationale for the Fine Arts In our efforts to provide a quality education for every child in our state, it is important to provide for all aspects of human growth. This includes artistic, expressive, and cultural, as well as intellectual, emotional, physical and social development. The arts are essential in education for they provide students with the means to think, feel, and understand the world around them in ways unique and distinct from other disciplines. Literacy in the arts enhances a person s ability to participate in society by developing creative problem solving, inquiry, and communication skill, and by providing an avenue for self-expression and multiple points of view. For these reasons, a curriculum that enables students to become self-directed, lifelong learners in the arts should be available to all Indiana students. Goals of the Fine Arts The ultimate goal of a fine arts curriculum is to enable students to be proficient creators, performers, critics, listeners, and observers of the arts. Students who attain academic standards in the fine arts will be able to use the arts to think and learn independently, know themselves and the world around them, and communicate in the art forms studied. To ensure that students attain these standards and capabilities, they must be immersed in numerous opportunities to learn about, perform, create, and evaluate the fine arts. LCSO is proud to present this special opportunity for the 30 th year! 2
Pre-concert activities ideas to enhance your symphony experience: *Discuss What Happens at the Symphony? on page 20. *Introduce students to Mr. DeJonge (Dee Young) and his career. You can find out more about Rick at http://lcso.net/childrens-educational-concert/ *Listen to the CD included which provides music selections from this year s program. *Incorporate Spanish vocabulary into your classroom! Use the worksheets on pages 17-19. *As a class, watch The Wizard of Oz. Afterwards, use the following discussion prompts: 1. Who are the main characters? (Dorothy, Tinman, Cowardly Lion, Scarecrow) 2. In what ways are the arts and music used to help the story along? (Color Black and white until Dorothy gets to Oz Music The lyrics tell a story, there are times where music changes to be scary, exciting, sad, etc.) 3. Discuss the difference in mood during the songs, Follow the yellow Brick Road and Lions & Tigers, & Bears. (1- exciting, joyful 2-nervous, scared, anxious) 4. Identify 5 emotions that one of the main characters experienced in the film. Write a timeline of events that points to times each emotion was expressed. 3
Post-concert activity ideas to conclude your symphony experience: *Complete the Genre Jam exercise on page 13. *Make a class graph of their favorite performance from the concert. *Discuss the ways in which children are hearing and listening to classical music that they never realized before, i.e. in video games *Watch Wizard of Oz together as a class. Compare and contrast the ways in which music was changed in Mr. DeJonge s arrangement. *Early education students can work out simple addition math problems with rhythm sticks, clapping, or stomping: tap/clap/stomp the number of times that corresponds with the answer. *Write a letter/note to the conductor stating your favorite part of the concert. Letters can be mailed to: LCSO, 307 Kingsbury Avenue, LaPorte, IN 46350. We read all letters and share with our donors and granters. *Compose a class email to LCSO Executive Director, Nanda Danitschek, about your experience. All emails will receive a response that can be shared with the class. Send to executive@lcso.net 4
Let s Review the Sections of the Orchestra with Jack! Hi, I am Jack! I will be reviewing the sections of the orchestra with you when you come to see the symphony on Wednesday. I am very excited because this was always one of my favorite field trips too! I am a college student now and am studying Musical Theater at Indiana University in South Bend. I was born in England, so you might notice I speak with an accent, I think you will like it. Many of my friends think I am very funny, kind, and again, FUNNY! I can t wait to introduce the wonderful concert on Wednesday and know you are going to LOVE it! 5
INSTRUMENT FAMILIES The orchestra is made up of instruments from each of the four families. Instruments belonging to the same family will typically produce their sound in the same way. Listed on the following pages are each of the four families, instruments found in the orchestra from those families, and a little bit about how each produces their sound. Expand & Discuss: How are symphony and community families similar? Your family and my family are made up of different people. Look around the classroom and throughout the school. There are many differences between our families; how many siblings, whom we consider family, what language we speak, what food we eat. Like a symphony, when we all work together, understand how we are different and similar, but also value how we can use these differences and similarities in positive ways, we make beautiful music together. What are some similarities we all share? What are some ways our differences help make the community, our classroom, or our families strong and healthy? Place students in groups or pairs to compare and contrast ways in which their families are similar and different. 6
STRING FAMILY The string family includes instruments that are played using a bow across the strings creating vibrations or by plucking the strings. WOODWIND FAMILY The woodwind family includes three different types of instruments: non-reeds, single reed, and double reeds. Instruments with reeds will produce a sound by pushing air into the mouthpiece causing the reed(s) to vibrate. BRASS FAMILY The brass family consists of instruments that are played by vibrating the lips while blowing into the mouthpiece, that use valves to change pitch, or that use a slide to change pitch. PERCUSSION FAMILY The percussion family includes any instrument that can be struck, shaken or scraped. The percussion section of an orchestra helps set and maintain the rhythm for each piece of music. Each of these sections are very different and make very different sounds. Do you remember what position is in charge of helping all the different instruments work together? Be ready to shout your answer to Jack at the concert! Compare & Contrast Activity Ideas: *Have students pick two instruments to compare and contrast in their journal or on a piece of paper *Have students create a table comparing and contrasting the different sections of an orchestra 7
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Using Rhythm to Tell a Story This NAfME lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to represent actions. Required Materials: Variety of rhythm instruments Activity: Play the song, What Would I Do? for the students so they can hear where their action in the story happens in the song. http://www.reverbnation.com/play_now/song_3329056 Select 6 students at a time and have each student choose an instrument to represent their sound in the song/story. (1st student: action of rain, 2nd student: action of jumping in a puddle, 3rd student: action of walking in the mud, 4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the backyard) While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e. jumping, walking, hopping, skipping, and running). In the last part of the song, have the students play their instruments all at once. Ecourage creativity in choosing instruments and discuss with why they chose as they did. 10
Using Dance to Explore Music This NafME lesson plan explores the power of dance to impact our feelings on different styles of music and will guide students to understand the purpose of dance music, compare and contrast two pieces of dance music, and give students the opportunity to choose which selection they prefer for dancing purposes. Activity: Have students silently listen to Artists Waltz o http://www.loc.gov/jukebox/recordings/detail/id/324 Teach students a basic waltz step. o https://www.dancing4beginners.com/waltz/ Upon the second listen all students to move about the room using the waltz step. Students complete a copy of the Visual Thinking chart on page 12. (Hear/Think/Feel/Wonder) for this piece in small groups. Students silently listen to Eliana. o http://www.loc.gov/jukebox/recordings/detail/id/10279 Teach students a basic tango step. o https://www.dancing4beginners.com/tango/ During the second listening, students move around the room using the tango step. Students complete a copy of the Visual Thinking chart on page 12. (Hear/Think/Feel/Wonder) for this piece in small groups. Have students complete the summative assessment on page 13 on their own. 11
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Music and Mood Use the NafME Danse macabre lesson plan to practice one of the interactive lessons Mr. DeJonge will be presenting to students this year. This could also be done after the concert as a review of what was learned at the concert. Activity: Play the orchestral version of Danse macabre, for the class. o http://www.loc.gov/jukebox/recordings/detail/id/3678 Ask students to move about the classroom in ways that represent how they interpret the mood of the song. Play the song again while students complete the visual thinking chart included in the worksheet on page 15. Have students answer the questions on movement and mood following the exercise. Play the piano version of Danse macabre, for the class. o http://www.loc.gov/jukebox/recordings/detail/id/9139 Finish the worksheet providing answers to which piece was preferred and why. Adapted from A Curriculum Project of the National Association for Music Education & the Library of Congress of the United States https://nafme.org/wp-content/files/2018/08/general- Music-Responding-Unit-Grade-2-Listening.pdf 14
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Genre Jam Orchestras play classical music, but that is only one genre, or style, of music! Orchestras can play many kinds, or genres of music. The La Porte County Symphony Orchestra has even played rock songs before! With a partner, a small group, or as a class, develop a brainstorming web to identify how many genres of music you have heard. From each genre category, you can also add artists, song titles, or other categories to the web. Use the example below as a guide. How big can your web get? Aprendamos Español! 16
Let s Learn Spanish! Did you know that people from all around the world play symphony music? Even if people speak different languages, they can still play in an orchestra together because music is a universal language; music is written without a language. OR, music is its very own language, a language that we ALL can understand. Many Spanish and English words used to describe an orchestra or instruments look similar to one another. Many look very different, but really are the same. Teachers: Teach the class how similar our languages are. Two variations of a Spanish/English vocabulary activity are included for classroom use. Here are more activity ideas to try: Invite older Spanish-speaking students to visit younger students classrooms to teach how to pronounce the Spanish vocabulary. Ask students to share other translations of musical instruments or terms that they know in Spanish or any other language. Show students how to use google translate to discover vocabulary from languages around the world. Each student should share one word they learned with the class. https://translate.google.com/ Pick a Spanish vocabulary word to use as a bonus on your next spelling test. 17
Just like orchestra instruments, words from different languages can look and sound very similar. AND, sometimes they look very different, but really are the same. Do you know what these Spanish music vocabulary words are in English? Let s translate. Write the word from the English vocabulary box you think matches the Spanish translation. Symphony Music Conductor Genre Percussion Theater Classical Rhythm Dance Emotion Composer Vocabulario de Español 1. Sinfonía 2. Conductor 3. Teatro 4. Baile 5. Clásica 6. Compositor 7. Sentimiento 8. Percusión 9. Ritmo 10. Música 11. Género 18
Just like orchestra instruments, words from different languages can look and sound very similar. AND, sometimes they look very different, but really are the same. Do you know what these Spanish music vocabulary words are in English? Draw a line matching like words from each of the vocabulary lists. Vocabulario de Español English Vocabulary Sinfonía Genre Conductor Rhythm Teatro Composer Baile Percussion Compositor Symphony Sentimiento Dance Percusión Music Ritmo Theater Música Emotion Género Clásica Classical Conductor 19
What Happens at the Symphony? Friendly Concert Etiquette **When you arrive at a symphony concert, orchestra members are getting ready to perform. This means they are on stage reviewing their music and getting their instruments ready. **Playing an instrument takes special skills and knowledge. Musicians may be warming up by playing notes and sometimes tricky sections of music from songs they will play for the concert. **It is fun to watch the musicians get ready and to listen to all the different sounds. During this time, the musicians are not working together, they are working independently. Talking quietly with your neighbors will not distract them. **When the concert is ready to begin, the number one violin player, or first-chair violin player, also known as the concert master, will enter and walk across the stage. **The concert master signals an oboe player to play a note for all the orchestra to hear. Be sure to be quiet so all of the musicians can hear it. Now they will all need to work together! **Each section will tune their instruments to make sure they will be playing matching notes together. See if you recognize the different instrument families as they tune one by one! What family did not tune? Why?? **Once the orchestra is tuned, the show is ready to begin! **Clapping after songs shows Maestro and the musicians that you are enjoying the show. Be sure to quiet down for the next song to start! **Sometimes emergencies or bathroom breaks happen when we least expect them! Tell your teacher and wait to leave your seat and return in between songs or during applause. **Clap and cheer when the show is over. It lets us all know you had a great time! It s fun to cheer, BRAVO!, if you really loved the show! **MOST Importantly: ENJOY THE SHOW! Teachers, this year s production is meant to be highly interactive and entertaining for students. We encourage and welcome participation at appropriate times!! 20
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