Music Discovery Day Part of the: Sound Discovery Community Engagement Programs Presented by: Lancaster Symphony Orchestra Stephen Gunzenhauser, Music Director May 29, 2018 9:30 AM & 11:00 AM J.P. McCaskey High School School District of Lancaster May 30, 2018 9:30 AM & 11:00 AM Lancaster Bible College Public, Private and Homeschool Students You may listen to this year s concert repertoire by following the link to the 2018 playlist on the Music Discovery page of the Symphony website (www.lancastersymphony.org) 1. The Star-Spangled Banner 2. Peck, The Thrill of the Orchestra 3. Bach, Brandenburg Concerto No. 3, III. Allegro 4. Kennedy - Kākū, kūpala Fear in Neutral Buoyancy 5. Navarro, Paconchita Overture 6. Sousa, The Stars and Stripes Forever
3. Improvising melodies, variations, and accompaniments 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances 9. Understanding music in relation to history and culture National Standards Addressed: Pennsylvania Academic Standards Addressed: 9.1 A, B Production and performance of music 9.2 A, D, E, G Historical and Cultural Contexts 9.3 A, C, F, G Critical Response 9.4 D Aesthetic Response Hello, my name is LIDO! I am a cartoon conductor s baton and I am here to help guide you through all the fun you will find in this Music Discovery Concert packet. Are you ready to get started? Let s GO!
At the Concert: Once you have arrived and are seated in the auditorium, take a look at the stage. You will notice that the orchestra is organized in the shape of a fan. The violins will be on your left. Moving to the right you will see the violas, cellos and basses. Behind the strings are rows of woodwind players (flutes, oboes, clarinets, and bassoons) and brass players (French horns, trumpets, trombones, and tuba). You will find the percussion section in the far left corner of the stage behind the violins. Once all of the musicians are on stage, the concert is about to begin! Watch for the first violinist to enter the stage. It is appropriate to applaud as he walks to the front of the orchestra. The first violinist is called the concertmaster. Listen quietly as the concertmaster tunes the orchestra. He will ask the oboe to play an A, or he might play an A on the piano. The musicians will take turns playing pitches to compare with the oboe s or piano s note. The musicians might make small adjustments to their instruments so that they will sound their best when the whole orchestra plays together. Following the tuning of the orchestra, when all is quiet, the conductor will enter the stage. Welcome him with applause! Listen silently as the orchestra performs. This allows the musicians to concentrate on their music and other members of the audience to enjoy the performance. You may clap after each piece is performed. The conductor might invite you to clap along to a piece. Watch for when he signals you to start and stop! After the concert ends, check for personal items such as hats and jackets before leaving your seat. Exit the building quietly and orderly, following your teacher s instructions. If you would like to write thank you notes to the Lancaster Symphony Orchestra, they may be sent to: Lancaster Symphony Orchestra Attn: Community and Audience Engagement Manager P.O. Box 1281 Lancaster, PA 17608-1281
Meet the Maestro: Stephen Gunzenhauser, Music Director, Lancaster Symphony Orchestra Stephen Gunzenhauser has been Conductor and Music Director of the Lancaster Symphony Orchestra since 1979. He completed 23 years as the Music Director of the Delaware Symphony Orchestra in Wilmington, DE before concentrating on the Lancaster Symphony. Dr. Gunzenhauser enjoys conducting in foreign countries. He has conducted in Europe and Great Britain, South America, Canada, Korea, Hong Kong and Israel. The Maestro s recordings have sold over two million copies. In August 2006, Maestro Gunzenhauser started an international music festival in northern Pennsylvania, the Endless Mountain Music Festival. Now entering its twelfth season, the festival continues to grow, featuring highly talented artists. Born in New York City and a graduate of its High School of Music and Art, Dr. Gunzenhauser received a Bachelor of Music degree from Oberlin College and a Master of Music degree from the New England Conservatory. He also holds an honorary doctorate degree from Widener University. He has been awarded three Fulbright grants and has an Artist s Diploma from the Mozarteum in Salzburg, Austria. Dr. Gunzenhauser enjoys competitive tennis, golf and gourmet cooking. He resides in Lancaster with his wife Shelly. They love dogs and have two, a pug named Siegfried and mini Australian labradoodle named Micha. Meet The Program: Francis Scott Key (1779-1843) The Star-Spangled Banner The Star-Spangled Banner is the national anthem of the United States of America. Francis Scott Key wrote the words to our national anthem after watching the Battle of Fort McHenry. This battle took place on September 13-14, 1814, during the War of 1812. Fort McHenry is in the harbor of the Chesapeake Bay in Baltimore and the battle was between the United States and the Royal Navy of England. Mr. Key watched the battle from a British ship a few miles away. He was sent there to free an American prisoner who was on board. The Royal Navy kept firing their cannons all night. Mr. Key couldn t tell if the United States was winning the battle until the very next day when he saw a great big American flag waving in the dawn s early light! Mr. Key loved to write poetry so he wrote a poem about the battle. He titled it Defense of Fort McHenry. Mr. Key was later inspired to turn the poem into a song. He paired the words with a popular British melody of the time. The catchy tune and words became well-known. Before the War of 1812, the flag was used mostly to identify ships and forts. However, Mr. Key s song transformed the flag into a national symbol of American values. The United States Navy started using the patriotic song in ceremonies in 1889. In 1931, the Congress and President Herbert Hoover declared it our national anthem. There are four verses, but we typically sing the first verse.
Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars, through the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave? September 14, 2014 marked the 200 th anniversary of Mr. Key s legendary poem! Fort McHenry has a unique star-like shape. Russell Peck (1945-2009) The Thrill of the Orchestra Russell Peck was born in Detroit, Michigan in 1945. Peck s father was a musician and encouraged him to study music. As a boy, he learned to play the piano and in high school he played the trombone in his school s band and orchestra. Peck always wanted to be a composer and was inspired by the works of Mozart, Beethoven, and the Motown and R&B hits of his youth. After high school he earned master and doctoral degrees in composition at the University of Michigan. In addition to writing classical works, Peck was passionate about creating orchestral music for young audiences and families. The Thrill of the Orchestra is one of these pieces. It takes the audience on a journey around the orchestra where each family performs a demonstration. It is one of his most popular works. Since 1959, the Lancaster Symphony Orchestra has been recognizing the work of living composers through the annual Composer s Award. It is the oldest award of its kind in the nation! Russell Peck came to Lancaster to receive this award in 1993. In addition to composing, Peck was also a caring humanitarian. A humanitarian is a person who works to improve people s lives and reduce suffering. Peck devoted years of his life to fighting world hunger.
Johann Sebastian Bach (1685-1750) Brandenburg Concerto No. 3, III. Allegro Johann Sebastian Bach was born in Eisenach, Germany. Bach came from a long line of composers - over 300 years' worth of Bachs all worked as professional musicians. By the time Johann was 10, both his parents had died, so he was brought up by his older brother. He was a very good church organist who taught Johann to be a very good organist, too. In 1707, Bach married Maria Barbara Bach. They had seven children. In 1720 Maria died, and Bach married Anna Magdalena Wilcke in 1721. Bach had 13 more children with Anna Magdalena. He was a father to 20 children in all. In 1723, Bach became the organist and music composer for St. Thomas Lutheran Church in Leipzig, Germany. Bach worked there for the rest of his life. Some of Bach's most famous works include the Brandenburg Concertos (which you will hear at the concert!), the Well-Tempered Clavier, and the organ work Toccata and Fugue in D Minor. He was not appreciated as the genius he was during his lifetime. It was not until after his death that he was truly appreciated and thought to be one of the best composers of all time. Sean Kennedy (b. 1971) Kākū, kūpala Fear in Neutral Buoyancy Sean Kennedy is a composer, percussionist, teacher, and author from the Philadelphia area. Sean received a B.S.in Music Education and a M.M. in Percussion Performance from West Chester University. Sean has performed several times with the LSO over the last two years. His piece Kākū, kūpala was composed for the International Youth Philharmonic Orchestra, and had its world premiere on September 27, 2015 at Carnegie Hall in New York City. Carnegie Hall is one of the most famous concert halls in the world. To have this piece performed there was a great honor for Sean! Sean was inspired to compose a piece about a trip he took with his wife to Maui, Hawaii. The two went on a diving excursion to view the great sea turtles. During the peaceful dive, Sean suddenly came face to face with a 4-foot long barracuda! Kākū is the Hawaiian name for barracuda. Barracudas have two rows of razor sharp teeth and can swim very fast around 35 mph! Barracudas have gas-filled swim bladders that allow them to hover in the water for long periods of time. Barracuda attacks on humans are rare, but swimming next to one would be frightening. When meeting the barracuda on his dive, Sean turned away and looked back seconds later. The fish had vanished! The emotions of fear and surprise rose quickly. In Kākū, kūpala, three percussionists recreate Sean s feelings before, during, and after the encounter. How do you create a sense of danger and surprise in music? Sean wrote specific rhythms for the percussionists to play, but also included moments where they improvise (make it up on the spot). Alternating between planned and improvised rhythms keeps the listener guessing and makes them feel anxious! Listen for Polynesian drumming and how the orchestra creates a blurry underwater atmosphere.
Oscar Navarro (b. 1981) Paconchita Overture Oscar Navarro was born in Novelda, Spain. He studied the clarinet as a boy. Later, he studied music in Valencia, Spain. Navarro moved to the U.S. and attended the University of Southern California where he studied composition for movies and television. He studied under famous composers such as Joel McNeely (Cinderella & Tinker Bell), Pete Anthony (The Hunger Games & Ice Age), and Christopher Young (Spiderman 2). Navarro s music is performed in concert halls across the world by some of the leading orchestral and wind ensembles, and he has won many national and international awards. Navarro was nominated in 2014 for a Goya Award (Spain s version of the Academy Awards) for his soundtrack to a wildly famous Spanish movie called La Mula. In 2012 he received the award for best classical music from the Hollywood Music in Media Awards. Paconchita is a Latin overture dedicated to my parents Paquito Navarro and Conchita González. It is a piece full of rhythm and energy with the percussion section having a great presence and highlighting the battery as group leader. A great brass fanfare starts the overture giving way to a much more rhythmic section in which give-and-take dialogues begin between the different sections of the band, with the battery being one of the protagonist instruments at all times. During the course of the work, we hear Latin rhythms fused with harmonies typical of Spanish folklore to create a seal of our land, the land which has seen the protagonists born and grow and to whom this work is dedicated: Paquito and Conchita. - Oscar Navarro Paconchita premiered just two summers ago in July of 2016. Classical music is not trapped in history. It is alive today! John Philip Sousa (1854-1932) The Stars and Stripes Forever John Philip Sousa was born in Washington, D.C. in 1854. He had a wide musical career as a performer, conductor, and composer. From 1880-1892 he was the conductor of the Marine Band and became an American icon as The March King. Sousa composed 136 marches. One of his most popular marches, The Stars and Stripes Forever, became our nation s official march. It was composed on Christmas Day 1896. Sousa started the Sousa Band in 1892. The popular band enjoyed tours across the U.S. and Canada. While on vacation in Europe, Sousa needed to return home early to help with managing the Sousa Band. It was during his voyage home that he created this famous melody. Sousa died in Reading, Pennsylvania, on March 6, 1932. He was 77 years old. He was in Reading leading rehearsals of the Ringgold Band. The last piece he conducted was The Stars and Stripes Forever.
Instrument Families Activities *These activities should be used across a period of several days. Activity #1: Getting to know The Thrill of the Orchestra The Thrill of the Orchestra by Russell Peck is a fun and energetic piece that demonstrates the various instrument families in the orchestra and the diverse moods and colors they create. Play the recording of the piece found on the listening links page for your students. Ask them to answer the following questions as they listen. Who leads the orchestra? Write down the order in which the instrument families are introduced. List some of the instruments that are featured in each family. What are the two ways in which strings players produce sound? The narrator mentions how each instrument has a unique sounding voice. What word does he use to describe the quality of their sound? Activity #2: Exploring the Instrument Families Ask your students to think of different kinds of families. Be creative! (Makes and models of cars; breeds of dogs; types of trees/flowers; Apple products- iphone, ipad, ipod, MacBook, etc.) How are members of a family alike? Different? Divide the class into groups. Using a computer or the school s media center, have each group research one of the four instrument families: strings, woodwinds, brass, and percussion. Have them answer the following. What are the instruments in your family made of? How do they produce sound? What are the names of the primary instruments in the family? How are they alike/different? Have the students share and record their findings.
Activity #3: Aural Awareness Listen to the examples of each instrument family and their members at: https://www.mydso.com/dsokids/learn-and-listen/instruments Quiz your students by playing the Aural Quiz game at: https://www.sporcle.com/games/scarpia/sound-ofmusical-intruments Activity #4: Instrument Bingo! Review the family of instruments at: http://www.classicsforkids.com/music/instruments_orchestra.php Listen to examples of each instrument of the orchestra at: http://www.beginband.com/sndclips.shtml Distribute instrument bingo cards (make your own and customize as needed at https://www.bingocardcreator.com/bingo-cards/art-and-music/orchestral-instruments) and markers of your choice. Students may also enjoy designing their own Instrument Bingo cards. Using a CD or online examples (see your buildings music teacher for additional resource ideas), randomly play examples of orchestral instruments. Have students mark bingo cards after each example. Keep track of the instruments played. When a student calls bingo, have him/her read the instruments he/she marked. This may also be played by students marking their cards after the teacher reads a description of an instrument and its sound. For this version, teachers should read the descriptions the students discovered from Activity #1. Activity #5: Four-Corners 1. Print the instrument family manipulatives on card stock or paper. Ask your students to cut along the dotted lines for all three sheets. Make three piles, one for each sheet. 2. Have your students place the name cards of the four instrument families in the corners of their desk/tabletop. 3. Ask students to shuffle the instrument picture cards only. Have students place the picture cards, side by side, in the correct corners under the correct family names. 4. Ask students to shuffle the instrument label and description cards. Have students place the label cards beneath their corresponding instrument picture cards. Have students place the description cards in the correct corners under the correct family names.
Bach s got your back! The Brandenburg Concertos are a collection of six instrumental pieces presented by Johann Sebastian Bach to Christian Ludwig, a military commander of Brandenburg- Schwedt, in 1721 (though probably composed earlier). They are widely thought to be some of the best orchestral compositions of the Baroque era (1600 to 1750). No. 3 of the collection is very well known and is performed with only 11 musicians! Every musician plays a very important part in the success of the performance and takes a lot of teamwork. What is a concerto? A musical composition for a solo instrument or instruments accompanied by an orchestra. Listen to a recording of the Brandenburg Concerto, No. 3 found on the listening links page and answer the following questions. How does the Brandenburg Concert No. 3 make you feel? Circle the name of the vintage instrument you hear. (Hint, it is a close relative of the piano! Harpsichord Kazoo Timbales Xylophone What do you think would happen if one of the musicians would not play the music correctly? How would the group sound? Listening to the music with your eyes closed, what do you see? Does it make you think of a place you ve been or something you experienced? In your opinion, did the musicians in the recording follow good teamwork? Why or why not? Can you name a time in your life when it was important for you to practice good teamwork to reach a goal?
You will need 6 plastic cups, 1 rubber band and 4 strings (cut about 24 inches long) for each team. To prep for the activity, you will need to tie the string to the rubber band in four spots...like this... This is your cup challenge tool. Each person will hold on to one piece of the string and working together, will manipulate the rubber band to grasp and move a plastic cup. 1. Get in groups of four and collect your 6 cups and rubber band with 4 pieces of string attached as the diagram above. 2. Place the cups in starting position: 3 cups facing down and 3 cups stacked on top of them facing up. 3. Work as a team with each person holding one string and use the rubber band to pick up the cups and stack them in a pyramid like the photo to the left. 4. You can only use the rubber band with the strings attached to touch the cups. If you knock a cup over, you can only use the string/rubber band to fix it. Extra Challenge! *Want more of a challenge? Start with all six cups in a row facing up! What happened when you first started? Did it get easier as you went along? How did you feel needing to work together as a team to reach a common goal?
Sean Kennedy s close encounter with a barracuda while diving inspired him to compose the piece Kākū, kūpala Fear in Neutral Buoyancy. Something s Fishy! Kākū and kūpala are two names that Hawaiians use for this long, fast fish with sharp teeth known for surprising its prey. LISTEN to a recording of Kākū, kūpala found on the listening links page and answer the following questions. Describe the mood at the beginning of the piece. What instruments do you hear at the beginning that help create the underwater atmosphere? Is the orchestra playing slowly or quickly? Do you think there is a specific moment in the music when the barracuda arrives? How does the music change at this moment? Which family of the orchestra likely represents the racing heartbeat of the diver? The orchestra does more than just play their instruments. During the middle section, they perform rhythms by.
Is there a specific moment when the barracuda vanishes? How can you tell? Polynesian Rhythms Locate Hawaii on a globe or map. Hawaii became the 50 th state of the United States of America in 1959 and is part of a collection of islands in the Pacific Ocean known as Polynesia. Drumming, singing, and dancing are important parts of the culture of the various people groups throughout Polynesia. Do you know the name of the famous tribal dance that originated in Hawaii? Hand and arm gestures of the dancers often reflect elements of nature or help tell a story. Common instruments of hula: Pahu This large bass drum is made from the trunk of a coconut tree. The drumhead is made from sharkskin. The pahu provides the foundation for many Polynesian songs and dances. Ipu Made from a single gourd or two gourds glued together, this percussion instrument is struck on the ground while the other hand taps rhythms on the sides.
Pu ili These rhythm sticks and played by the hula dancers. Lengths of bamboo are cut creating individual sticks that rattle against each other when struck. Ka eke eke These longer bamboo cylinders are covered at one end and struck on the ground to create a pitch. The shorter the cylinder, the higher the pitch. The longer the cylinder, the lower the pitch. Have you ever played with Boomwhackers? This is similar! Uli uli A gourd rattle decorated with feathers used by hula dancers. Ili ili Smooth stones that hula dancers hold between their fingers. They are clicked to together much like castanets. Find Hawaii again on a globe or map and place a finger on these islands. Slowly slide your finger down to locate Cook Islands. The students performing in the link below are from the island of Aitutaki, which is part of the Cook Islands. Listen and observe their performance.
https://www.youtube.com/watch?v=qacbhiq3pti Do they all play together and at all times? (circle) YES NO What do you notice about how and when they play? The boy with the toere (log drum) between his legs seems to be the leader. His solo rhythms act as directions to the rest of the performers and tells them what rhythm pattern to play next. Using rhythms you recognize from the bank below, compose a rhythm pattern that is 8 beats long. Rhythms may be used more than once. Each box represents one beat. Draw the note or notes in each box. If using a half note, draw an arrow from its box to the next box showing how that rhythm lasts for two beats. Practice playing your rhythm composition by clapping or on rhythm instruments. Rhythm bank: With a partner, practice each other s rhythm patterns. Let s expand your compositions! 1) Perform your pattern twice and then your partner s pattern twice. a. How many beats are in your half of the composition? b. How many beats are in your partner s half of the composition? c. How many total beats are in your combined composition? d. Perform the composition again starting with your partner s composition and answering with your own. 2) Perform your composition by alternating patterns (Partner, You, Partner, You). Switch.
1) Take turns being the leader like the boy in the video. a. Make up (improvise) a rhythm pattern for 8 beats. Have your partner respond with his/her composed 8-beat pattern. Improvise another 8 beats. Have your partner respond with his/her composed 8-beat pattern. Switch. b. This form is called call and response. Share your performance with classmates, family members, and friends!
Paconchita Overture Oscar Navarro is a young Spanish composer from Novelda, Spain. The piece you are about to listen to, the Paconchita Overture, is his new composition. It is full of exciting Latin rhythms and dedicated to his parents. What is an overture? In French it means opening. During the early Romantic era (from 1800 to 1850), composers such as Beethoven and Mendelssohn began to use the term to refer to independent, self-existing instrumental music to be played at the beginning of a program. In movies, an overture is a piece of music setting the mood for the film before it starts. Listen to a recording of the Paconchita Overture found on the listening links page and answer the following questions. Of the four places below, where might Latin music come from? What do you think of when you listen to the Paconchita Overture? In your opinion, what makes the Paconchita a good overture? How is this piece different from other classical music pieces you have heard before? Listen carefully to the instruments that are playing in the recording. Circle the instruments that had individual solos or multiple players of the same instrument playing important passages together. (hint, there is more than one!)
Hollywood called and they want to make a movie all about you! They ask you what music they should play as the overture for your movie? Things to think about: Does your overture sound happy, loud, soft, fast? Does your overture have lots of percussion, strings, winds? Who will play your overture? Write a few sentences describing your overture, what it will sound like and why. Draw a picture of what the cover of your movie s DVD case will look like in the box below.
Stars and Stripes Forever by John Philip Sousa What is musical form? Every piece of music has an overall plan or structure, the big picture. Why is it needed? When composers create music, they use musical form as their outline and keep it in mind when writing a new song or piece. Like a blueprint for a house or a building. If you don t follow a blueprint, things may fall apart and not go as planned. All Marches Have: Different Sections called Strains Several separate melodies A different sounding section called the Trio Sections of a March: Introduction First Strain Second Strain Trio Break Strain (also called dogfight ) Grandioso (Trio Melody) Listen to a recording of Stars and Stripes Forever: Point with your finger on the March Form sheet to the different sections as the song is playing. Listen a second time: Move your body to the music and change your motions or actions when the music changes from one section to another. (example: clap during the Intro, stomp your feet during the First Strain, etc.) Discuss! Was there ever a time when you had to identify different parts of something like in Musical Form? When might it be useful to have a plan laid out in advance to guide you like in Musical Form?
Answer Key Bach s got your back! Q: Circle the name of the vintage instrument you hear. A: Harpsichord Somethings Fishy! Q: What instruments do you hear at the beginning that help to create the underwater atmosphere? A: Sustained strings create a shimmering effect. Oboe and flute perform mysterious sounding melodies. Low brass harmonies also create a sense of mystery, as if looking through blurry water to the unknown. Is the orchestra playing slowly or quickly? A: Slowly Q: Do you think there is a specific moment in the music when the barracuda arrives? A: Yes How does the music change at this moment? A: It becomes loud, accented, more aggressive. Q: Which family of the orchestra likely represents the racing heartbeat of the diver? A: Percussion Q: The orchestra does more than just play their instruments. During the middle section, they perform rhythms by A: clapping their hands Q: Is there a specific moment when the barracuda vanishes? A: Yes How can you tell? A: The intensity of the music (both mood and dynamics [volume]) builds and builds, and then suddenly stops. The music becomes slow, soft and mysterious again. Polynesian Rhythms Q: Do you know the name of the famous tribal dance A: Hula Q: Do they all play together and at all times? A: No. A leader plays and then everyone answers him. They take turns. Paconchita Overture Q: Of the four places below, where might Latin music come from? A: Spain Q: Listen carefully to the instruments that are playing in the recording A: Trumpet & Drums
Lancaster Symphony Orchestra Music Discovery Experience 2018 Recommended Websites The Smithsonian s Star-Spangled Banner website boasts a wealth of history, quizzes, and activities focused on the national anthem and our nation s famous flag. http://amhistory.si.edu/starspangledbanner/default.aspx These websites include lesson plans and activities for classroom use. http://amhistory.si.edu/starspangledbanner/educational-resources.aspx http://www.pbs.org/wned/war-of-1812/classroom/elementary/please-stand-national-anthem/ http://www.webwranglerdesign.com/music/website/pdf/thenationalanthem-packet.pdf Instruments of the Orchestra https://www.mydso.com/dso-kids/learn-and-listen/instruments Games https://www.brainpop.com/games/sortifymusicalinstruments/ http://www.musictechteacher.com/music_quizzes/music_quizzes.htm http://www.nyphilkids.org/games/frenzy/instrumentfrenzy.swf Oscar Navarro s Website http://www.onavarro.com/ Neutral buoyancy experiments Some fish in the ocean have a swim bladder, an organ filled with air that allow fish to maintain their depth in the water. In other words, the fish does not sink or float. Instead, it appears to hover. This hovering is called neutral buoyancy. Composer Sean Kennedy uses this scientific term in the subtitle of his composition. Neutral buoyancy occurs when the density of an object equals the density of the fluid in which it is surrounded. Check out these amazing experiments on neutral buoyancy! https://www.youtube.com/watch?v=u8kikx14lwu https://www.youtube.com/watch?v=jdj-xy9mgzk https://www.youtube.com/watch?v=-qr-t9hvo7c Lesson plans that explore the music of Hawaii https://media.smithsonianfolkways.org/docs/lesson_plans/flp10045_usa_hawaii_music.pdf Pu ili craft: http://www.tinytappingtoes.com/classroom-music/make-your-own-puili-hawaiian-rhythm-sticks/
Star-Spangled Banner http://www.youtube.com/watch?v=baxfisdrmuk Lancaster Symphony Orchestra Music Discovery Experience 2018 YouTube Listening Links Russell Peck The Thrill of the Orchestra https://www.youtube.com/watch?v=8llr2aaahdo Johann Sebastian Bach Brandenburg Concerto No. 3, III. Allegro https://www.youtube.com/watch?v=hxbmygi-n3m Animated graphic score showing contour - https://www.youtube.com/watch?v=nm1kpuvbu_o Bluegrass instruments tackle Bach - https://www.youtube.com/watch?v=rczdi63yo1c Sean Kennedy - Kākū, kūpala Fear in Neutral Buoyancy https://www.youtube.com/watch?v=yj0ik58ysk4 Oscar Navarro Paconchita Overture https://www.youtube.com/watch?v=puzoxfkjalg Stars and Stripes Forever https://www.youtube.com/watch?v=lmar0h6-gie