CHATTANOOGA BOYS CHOIR with guests BALLET TENNESSEE Anna VanCura, Artistic Director and UT CHATTANOOGA PERCUSSION ENSEMBLE Monte Coulter, Director present A Drummer Boy Christmas 2014 Singing Christmas Tree Friday, December 5, 2014 School Performance Curriculum and Activity Guide School Performances TEACHERS: This curriculum guide represents a selection of pieces from the repertoire for the A World of Carols: 2007 Singing Christmas Tree program. Though not all the pieces that are to be performed are represented, certain questions and activities have been generated for your use involving the pieces included here. The curriculum standards cited are from the following sources: Tennessee Department of Education Curriculum Standards National Geography Standards National Standards for Arts Education National Foreign Language Standards National Council of Teachers of English Standards PROGRAM HIGHLIGHTS: A Drummer Boy Christmas features music from several different regions of the world, cultures, and languages; A tapestry of musical styles, difficulties, and instrumentation will be displayed by the more than 120 members of the Chattanooga Boys Choir s five component choirs; A fantastic, beautifully decorated stage of an international theme will complement the traditional Singing Christmas Tree stage presentation and engage your students visually; Students will be treated to an incredible experience in hearing the UTC Percussion Ensemble play both alone and in an accompanying role with the choir. Enjoy wonderful original dances routines by Ballet Tennessee in original choreographed pieces and works set to music performed by the choir.
Teacher Classroom Guide Welcome to the 52 nd annual Chattanooga Boys Choir Singing Christmas Tree Concert! We are so pleased you are able to bring your students to our school performance this year. We hope you and your students will enjoy the performance and that it will be a good start to the holiday season. One of the best parts of the Singing Christmas Tree performance is when the curtain rises and the giant Christmas tree appears covered in thousands of lights with singers standing upon it. There is always a great gasp-of-delight from the audience! This sets the mood for what is yet to come. Here is a bit of history about that giant tree: The CBC choristers have been standing on the same steelframed Christmas tree for 52 years! In 1962, the steel structure was designed by CBC dad, Harold F. Torok. Mr. Torok worked for a Chattanooga steel foundry, and the Singing Christmas Tree was made right there! Mr. Torok has attended every Singing Christmas Tree concert since his son was in the choir. He loved the choir, and yearly reminded us that he was the one who designed that large, beloved tree. Sadly, he passed away earlier this year and will be greatly missed. Over the years, lights and greenery have been updated, but that same steel structure still stands proudly every year and holds all of those talented singing boys! The theme for the 2014 SCT is Drummer Boy Christmas. Make sure to have your students look for the theme throughout their visit. It will be found in the decorations from the Tivoli lobby to the stage, and in the songs and instruments performed. We are glad to welcome the UTC Percussion Ensemble, directed by Dr. Monte Coulter, who will certainly add to the drummer boy theme! Take time to study about percussion instruments with your students and look for them during the concert.
DRUMMER BOY CHRISTMAS: PROGRAM Once in Royal David s City H. J. Gauntlett, arr. David Willcocks COMBINED CHOIRS Performed by all the singers of the CBC: Cantabile (changed voice choir tenor & bass), Concert and Handel (main performing choir soprano & alto), Schubert & Mozart (training choirs soprano & alto). The different voice parts (soprano, alto, tenor, & bass) and the difference between non changed and changed male voices are welldemonstrated in this piece. This Christmas carol was first written as a poem by Miss Cecil Frances Alexander and published in 1848 into an English hymnbook for children. English organist, Henry John Gauntlett found the poem and set it to music. The song is about Jesus having been born in the cattle shed (stable) and using a manger for his bed. There are three distinct musical parts your students can listen for in this piece: a. Solo: one voice singing the melody b. Parts: different voices singing harmony with the melody c. Unison: all singers singing the same tune Gloria in Excelsis Deo Karl Dent The Latin text Gloria in Excelsis Deo is translated to mean Glory to God in the highest and will be sung a capella by tenor, bass I and bass II voices. God Rest You Marry Gentlemen arr. Philip Kern This song is a traditional English Christmas carol, with its earliest known publication in 1760. The melody is in a minor mode. The carol was even referred to in the famous Christmas story A Christmas Carol by Charles Dickens! The Cantabile Choir, made up of male changed voices, will sing and be accompanied by piano. Musical terms to teach: a. Carol: (also called a noël) is a song or hymn with words about Christmas. It is traditionally sung on Christmas and during the holiday season. b. Minor mode: a type of scale like the major scale (do re mi fa sol la ti do), where the third and sixth notes are lowered ½ a step (do re me fa sol le ti do). The minor scale sounds more sad like than the major scale. For example: Major can be sung I am glad and minor I am sad. c. Tenor: the second lowest of the standard four voice ranges (bass, tenor, alto, soprano) d. Bass: the lowest of the standard four voice ranges (bass, tenor, alto, soprano) CANTABILE CHOIR Carol of the Bells trad. Ukranian carol, arr. Gary Gackstetter CLICK HERE to listen to a recording of the PERCUSSION instruments playing this piece. http://tinyurl.com/carolofbellsgackstetter Carol of the Bells was composed by Mykola Leontovych in 1904. It is based on a folk chant known in Ukrainian as Shchedryk. It was originally written in celebration of the New Year. When Christianity was introduced to Ukraine, and they began using the Julian calendar, it became a song for the celebration of the Epiphany (the visitation by the three Kings to the Christ Child). After the Ukrainian National Chorus made a tour through Europe and the Americas, Peter Wilhousky created an English text for the song to be performed and sung during the Christmas season. Carol of the Bells begins with a 4 note ostinato motif and was originally intended to be sung a cappella by a mixed four voice choir. Be sure to have students watch as well as listen to the combination of voices and percussion instruments. a. Shchedryk: a Ukrainian song for a celebration b. Ostinato: a short melody or rhythm that is repeated by the same voice or instrument during a musical composition. c. A capella: People singing without any instruments playing with them. Voices only. COMBINED CHOIRS and UTC PERCUSSION ENSEMBLE
Coventry Carol 16 th c. English carol, arr. Keith Larson CLICK HERE to listen to a recording of the PERCUSSION instruments playing this piece. http://tinyurl.com/coventrycarollarson This carol was written in the 16 th century and was traditionally performed in Coventry, England as part of a mystery play based on the Christmas story from the Gospel of Matthew in the Bible. It is in the form of a lullaby sung by mothers to their children. As in the Carol of the Bells, the Coventry Carol was traditionally sung a cappella, however, the choir will be accompanied by the percussion ensemble for this performance. a. Lullaby: a quiet, gentle song sung to help a child go to sleep. b. A capella: People singing without any instruments playing with them. Voices only. Classroom Activity: a. Coventry Carol is written in a ¾ time signature. Teach the class a ¾ pattern and have them direct the song as you sing it or with a recording of the song. b. Sing Bye Baby Bunting and rock the steady beat to this lullaby. COMBINED CHOIRS and UTC PERCUSSION ENSEMBLE Hevenu Shalom Aleichem Hebrew song, arr. Dan Edwards CLICK HERE to listen to a recording of this piece. http://tinyurl.com/edwardshevenushalom This is a traditional Israeli folk song. Hevenu Shalom Aleichem means May Peace Be upon you. The text translated is: The God of peace bless and keep you, and may God s grace shine upon you, and may God s love sustain you. We sing Shalom, shalom, until we meet again. Hey! Three instruments introduce the piece: clarinet, triangle, and tambourine. Classroom Activity: a. Have the students identify the section of the orchestra in which the clarinet belongs (woodwind). Also ask about the triangle and tambourine (percussion). b. There is a section where handclaps are added to the song. The rhythm is in 4/4 time written in a pattern that is repeated over and over: 4/4 Z I Z I (rest ta rest ta). Have the class learn this rhythmic pattern and look for the handclaps during the song. Practice clapping the rhythm during class. COMBINED CHOIRS and UTC PERCUSSION ENSEMBLE; Monte Coulter IV, clarinet Sung in Hebrew translation: May peace be with you. Nutcracker in About Three Minutes Pyotr Ilyich Tchaikovsky, arr. Weston Tchaikovsky s famous Nutcracker Suite Overture, Dance of the Sugar Plum Fairy, Russian Dance, Trepak, Dance of the Reed Flutes and Waltz of the Flowers are all sung to words that tell the story of the ballet, and it takes only three minutes! Classroom Activity: Here is a great opportunity to teach the history behind the story and music of The Nutcracker Suite (http://en.wikipedia.org/wiki/the_nutcracker). Students will surely recognize the piece when the choir begins to sing it! Doomsday Machine Michael Burritt Doomsday Machine is actually named for an episode from the Star Trek television series, a favorite science fiction series of the composer. The "Doomsday Machine" is an enormous weapon, both in size and strength, that was left adrift in space. This war machine was capable of destroying whole planets and was discovered, of course, by Captain Kirk and his crew. The Enterprise ultimately conquered the "Doomsday Machine" by feeding it another star ship that was set to self destruct. "Doomsday Machine" is meant to be an aurally and visually captivating work that explores a multitude of wood, metal and membraned sounds in an explosively energetic dance. It uses unusual percussion sounds from several formal and improvised instruments including brake drums, tin cans, cow bells, ice bell, hi hats, opera gong, slap stick, large log drums, mounted vibra slaps, snare drum, earth plate, suspended cymbal, woodblocks, crotale, ribbon crasher, bongos, congas, bass drum, bass drum w/ foot, timpani, and more! Classroom Activity: Study percussion instruments before attending our concert. Once you return to the classroom, discuss and identify the various percussion instruments seen during the performance. UTC Percussion Ensemble
African Noel arr. Victor Johnson African Noel is an upbeat holiday arrangement for voice and African percussion instruments. A repeated rhythm is woven throughout the piece: Sing Noel, sing Noel, Noel, Noel! (ti ti ta, ti ti ta, ti ti, ti ti ta ah). The song starts softly and builds in volume, gradually getting softer again (even percussion instruments can play softly!). The repeated rhythms in this piece are representative of African musical motives and the basis for many African American spirituals. a. Noel: another word for Christmas or Christmas Carol. b. Dynamics: the volume or sound of music being played or sung. Classroom Activity: Hand out rhythm instruments to all students and practice playing together softly (piano) and loudly (forte). Play a recorded piece of music like Sleigh Ride or Jingle Bells and have the students play their instruments along with the music as you point to piano or forte written on the board for them to follow. Schubert, Handel, and Concert Choirs Percussion by UTC Percussion Ensemble Excerpts from The Nutcracker Pyotr Ilyich Tchaikovsky I. Chinese Dancers II. Russian Dancers Traditional ballet will be performed to music from the famous Nutcracker by P. I. Tchaikovsky. The Nutcracker is a large, fanciful two movement ballet work premiered in the late 19 th century. Two excerpts will be performed by members of Ballet Tennessee on this performance. a. Ballet: a type of performance dance that originated from Italy. Ballet Tennessee Choreography by Anna Baker VanCura You re a Mean One, Mr. Grinch (HOW THE GRINCH STOLE CHRISTMAS) Albert Hague This funny song is featured in the Dr, Seuss story and cartoon, How the Grinch Stole Christmas. The lyrics tell the story of the mean Mr. Grinch in a minor key, to set the mood of the song. a. Lyrics: a set of words that make up a song. b. Minor mode (minor key): a type of scale like the major scale (do re mi fa sol la ti do), where the third and sixth notes are lowered ½ a step (do re me fa sol le ti do). The minor scale sounds more sad like than the major scale. For example: Major can be sung I am glad and minor I am sad. Classroom Activity: Sing this song in class and talk about what the lyrics mean. Also discuss why it might be written in a minor, instead of a major, key. Do You Want to Build a Snowman (FROZEN) Kristen Anderson Lopez & Robert Lopez, arranged by Mark Brymer This delightful song is included in Disney s animated feature FROZEN, and should be recognized by many of the students, due to the popularity of the film. Members of Ballet Tennessee will beautifully interpret the relationship between Princess Anna and Princess Elsa as the song unfolds. Classroom Activity: Compare You re a Mean one, Mr. Grinch to Do You Want to Build a Snowman since both songs are from cartoon/animated musical stories. How are they similar? How are they different? Make a chart on the board to compare. Listen to recordings of both songs. Are they both written in minor keys? The Little Drummer Boy Katherine Davis, Henry Onorati & Harry Simeone The Little Drummer Boy will completes our concert and summarizes our theme for the performance. This song is about a little drummer boy who has nothing to give the newly born Christ child, so he chooses to provide the only gift he can playing his drum. The repeated lyrics pa rum pa pum pum imitate the sound of the drum as it is played. Classroom Activity: write several 4 measure rhythms on the board using quarter, eighth, half, and whole notes, as well as quarter rests. Chant them in rhythm adding pa rum pa pum pum s as words. Play the rhythms on drums or rhythm instruments.
DRUMMER BOY CHRISTMAS: CURRICULUM STANDARDS TENNESSEE DEPARTMENT OF EDUCATION STANDARDS, LEARNING EXPECTATIONS, AND PERFORMANCE INDICATORS: GENERAL MUSIC, GRADES 6 8 (ELEMENTARY STANDARDS VARY BY GRADE LEVEL) http://www.state.tn.us/education/ci/standards/music/genmusic68.shtml TN 6.1 TN 6.2 TN 7.2 TN 9.1 TN 8.1 TN 8.2 Demonstrate knowledge of the technical vocabulary of music. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. Evaluate the quality and effectiveness of music performances. Distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures. Students will compare characteristics of two or more arts. Demonstrate ways in which the principles and subject matter of other disciplines are interrelated with those of music. NATIONAL STANDARDS FOR ARTS EDUCATION: MUSIC http://www.education world.com/standards/national/arts/music/k_4.shtml NA M.K 4.6 NA M.K 4.7 NA M.K 4.8 NA M.K 4.9 Listening to, analyzing, and describing music. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and adult voices. Evaluating music and music performances. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Understanding relationships between music, the other arts, and disciplines outside the arts. Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; geography: songs associated with various countries or regions, and dance). Understanding music in relation to history and culture. Students describe in simple terms how elements of music are used in music examples from various cultures of the world. Students demonstrate audience behavior appropriate for the context and style of music performed. NATIONAL COUNCIL OF TEACHERS OF ENGLISH STANDARDS http://www.education world.com/standards/national/lang_arts/english/k_12.shtml#nl eng.k 12.9 NL ENG.K 12.9 Multicultural Understanding Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. THE NATIONAL GEOGRAPHY STANDARDS http://www.education world.com/standards/national/soc_sci/geography/k_12.shtml NSS G.K 12.2 Places and Regions All students should understand how culture and experience influence people's perceptions of places and regions NSS G.K 12.4 Human Systems All students should understand the characteristics, distribution, and complexity of Earth's cultural mosaics. THE NATIONAL FOREIGN LANGUAGE STANDARDS http://www.education world.com/standards/national/lang_arts/f_lang/k_12.shtml NL FL.K 12.3 Cultural Connections Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.