FESTIVAL ESPAÑOL TEACHER’S GUIDE

 

YOUNG PEOPLE’S CONCERT

 

INTRODUCTION

 

The Oakland East Bay Symphony’s Festival Español Teacher's Guide is designed to enrich students’ Young People’s Concert experience. A series of activities for students in the elementary grades are provided, each focusing on different aspects of the Festival Español performance. Students have an opportunity to listen to, read, and practice singing “America the Beautiful.” They are introduced to varied musical opportunities for young musicians and singers, and explore varied symphonic instruments. Students will learn about the life of Joaquin Rodrigo, and create a classroom museum exhibit. After the performance, students have a chance to reflect on the experience by creating a memory book.

 

PRE-CONCERT ACTIVITIES

 

America the Beautiful

Grade Level: K-5

 

 

The purpose of this activity is to introduce students to the song “America the Beautiful” prior to attending the performance. This activity may be modified to meet the different grade levels and individual student needs. For example, for  K-2 students, you may need to explain some of the song vocabulary. You may also need to plan more time for students to complete their posters.

 

Steps

 

 

1. Listen to “America the Beautiful” with your students. You may use the CD-ROM that was sent to your school, or, if this is not available, you can access it at the Web site of The Library of Congress Patriotic Memories at

http://memory.loc.gov/cocoon/patriotism/loc.natlib.ihas.200000001/loc.natlib.ihas.100010409?profile=simpleAudio&behavior=default.

 

 

2. Read the following information aloud to your students about Katherine Lee Bates, who composed “America the Beautiful.”

 

Katherine Lee Bates, an English professor at Wellesley College, rode

 in a horse-drawn wagon up Pike's Peak, a mountaintop-in Colorado

in 1893. She saw a view of the mountains that few people saw in those

days and was inspired by her glimpse the "spacious skies" and
"purple mountains" to write a poem, which became the first verse of

the song. The public loved the poem, and Miss Bates was encouraged to

set it to music She chose the music of a hymn by Samuel Ward. The words

and music traveled around the world, and today Mexico, Canada and

Australia sing it with their own countries' names instead of "America."

 

3. Read the words of the song aloud to the class.

 

AMERICA THE BEAUTIFUL                 Lyrics by Katherine Lee Bates

(SING-ALONG)                                      Music by Samuel A. Ward

                                                                Translation by  Lilia Pardo

 

O beautiful for spacious skies For amber waves of grain, For purple mountain majesties Above the fruited plain!   America!  America! God shed his grace on thee, And crown they good with brotherhood From sea to shining sea!

Oh, hermosa, por tus cielos           Son tus granos de ámbar y Montañas majastuosas La plenitud veo en ti   América, América Dos Su gracia te dió, Y coronó con hermandad Tus fronteras hasta el mar.

After each stanza, pause and brainstorm answers to the following questions:

 

·        What are amber waves of grain?

 

·        Where do you see spacious skies?

 

·        How can a mountain be purple?

 

·        What is a fruited plain?

 

·        What “seas” are referred to in the phrase “from sea to shining sea?”

 

·        What do you think the meaning of this stanza is?

 

·        If you had to draw a picture that expressed the meaning of this stanza, what would you draw?

 

·        Imagine that music is playing as you hear the words. What kind of sounds do you hear?

 

4. As a class, do a choral reading of the song. After students have practiced, have the entire class sing the song several times.

 

Teacher Note: The goal of this activity is not to learn the entire song. Instead, it is designed to give students some familiarity with and understanding of the meaning of the song

 

5. Divide the class into small groups and ask each group to create an “America the Beautiful” poster. Tell the students to include images that they think represent beauty in our country. For older students, you may wish to lead a discussion of the things that are beautiful in America, and those that are not, and how people define beauty in diverse ways.

 

6. Share the students’ posters with the school community.

 

Youth & Music

Grade Level: 4 & 5

The purpose of this activity is to encourage students to learn about musical opportunities for youth, and to reflect on the role of music in their own lives.

Steps

1. Tell the students that they are going to create skits based on the reasons students participate in choirs, orchestras, and other musical opportunities. Divide the students into small groups. Provide each group with its assignment.

 

Group One: The Middle School Magic Choir

Visit the following Web site at http://www.oaklandyouthchorus.org/msmc2.html

and read about the Oakland Youth Chorus’ Middle School Magic Choir. After you have read the information about the choir, discuss the following questions:

·        Why do you think students participate in musical activities?

 

·        What do you think stops students from playing and performing music?

 

·        What age do you think is best to begin playing an instrument or singing in a choir?

 

After your discussion, you will create an imaginary skit that takes place in the choir office. You need

to write out parts for these two main characters in your skit. These are:

·        A thirteen-year-old student who has come to ask questions about joining the choir and is unsure about auditioning

 

·        An adult woman who is the conductor of the Middle School Magic Choir

 

When you have written your script, you should select a student to perform each part. Practice your performance and get feedback from group members. You will then present your skit to the class.

Group Two: Oakland Youth

 

Visit the following Web site at http://www.oebs.org/page/meetthekids.htm and read about and read about the impact that Oakland East Bay Symphony’s Education Programs have had on Oakland youth. This link describes four students: Danielle, Abagail, Juan and Cedric. Read about each of the students and discuss the following questions:

·        Why do you think students participate in musical activities?

 

·        What do you think stops students from playing and performing music?

 

·        What age do you think is best to begin playing an instrument or singing in a choir?

 

After your discussion, you will create an imaginary skit that takes place at the school playground.

 

You need to write out parts for these two main characters in your skit. These are:

·        A twelve-year old boy who played piano in the fourth grade and says he is no longer interested in music

·        A twelve-year old boy who plays trumpet and loves jazz and classical music and wants to convince his friend to start playing piano again

Your script should focus on how the twelve-year-old trumpet player tries to convince the thirteen-year-old boy to play piano again. When you have written your script, you should select a student to perform each part. Practice your performance and get feedback from group members. You will then present your skit to the class.

Group Three: The San Francisco Youth Orchestra

 

Visit the following Web site that describes the San Francisco Youth Orchestra.

 

http://www.sfsymphony.org/templates/youthInfo.asp?nodeid=84

 

Read the information on this Web site to find answers to the following questions:

·        How many people audition for the orchestra, and how many are selected?

 

·        Where are the musicians from?

 

·        How many students audition, and how many are selected?

 

·        Where has the orchestra traveled?

 

·        Why do you think students participate in musical activities?

 

·        What do you think stops students from playing and performing music?

 

·        What age do you think is best to begin playing an instrument or singing in a choir?

After you have answered the questions, you will create an imaginary skit that takes place at the symphony auditions. You need to write out parts for these two main characters in your skit. These are:

 

·        A high school band teacher who is encouraging his students to audition for the orchestra

 

·        A ninth-grade violin player who is very nervous about trying out and is at the audition with his band teacher

Your skit should focus on how the band teacher encourages his student to audition for the orchestra. When you have written your script, you should select a student to perform each part. Practice your performance and get feedback from group members. You will then present your skit to the class.

2. After the students have finished working on the scripts, ask each group to share its skit with the entire class.

 

3. After the groups have finished, lead a class discussion based on the following questions:

 

·        What surprised you the most about young musicians and the programs you researched?

 

·        What did you learn from this activity?

 

·        What role does music play in your life?

Learn from Exploring

 

Grade Level: 3-5

The purpose of this activity is to explore varied aspects of the orchestra, instruments, choirs, and vocalists to enhance students’ experiences at Festival Español.

Steps

 

1. Divide the class into small groups to conduct Internet research about different topics that will be part of Festival Español.

 

2. Allow the students to select a topic from the list below. Each topic has suggested links below it that students may use to begin researching. Encourage the students to use the library, newspapers, books, or magazines as well as the Internet to learn about their selected topic.

 

Each group is responsible for collecting ten facts about their assigned topic. After the groups have finished conducting their research, ask each group to share what it has learned with the entire class.

 

Topic One: Symphony Orchestras

http://search.yahooligans.com/search/ligans?p=orchestras

 

Topic Two: Choirs

http://search.yahooligans.com/search/ligans?p=Choirs

Listen:

http://boychoirs.org/radio.html

 

Topic Three: The Saxophone

http://www.si.umich.edu/chico/instrument/pages/saxophone_gnrl.html

 

Topic Four: The Violin

Images:

http://www.centrum.is/hansi/pics.html

 

Topic Five: Classical Musicians:

http://www.yahooligans.com/arts_and_entertainment/music/classical/Musicians/

 

Topic Six: Vocalists

http://search.yahooligans.com/search/ligans?p=vocalists&y=y&r=Arts+and+Entertainment%02Music%02Classical%02Musicians

 

Grade Level: K-2

 

The above activity may be modified by exploring the following Web sites as a class to introduce the symphony to students in grades K-2:

 

http://www.sfsymphony.org/templates/audioplay.asp?nodeid=11

http://www.empire.k12.ca.us/capistrano/Mike/capmusic/instruments/instruments.htm

http://www.thinkquest.org/library/lib/site_sum_outside.html?tname=3656&url=3656/html/how.htm

 

 

Joaquin Rodrigo Exhibit

 

Grade Level: 3-5

The purpose of this activity is to introduce the students to Joaquin Rodrigo, who composed “Cuatros Madrigales Amatorios” (“Four Madrigals of Love”) that will be sung by Aimee Puentes at Festival Español.

 

Steps

 

1. As a class, explore the following Web site at http://www.joaquin-rodrigo.com/cr1970e.html.

 

·        Read about Joaquin Rodrigo’s life.

·        Listen to his music.

·        Look at photographs that illustrate his experiences.

·        Read some of his quotations.

·        Learn about the works he has composed.

 

2. Divide the class into small groups and ask them to create a museum exhibit based on Joaquin Rodgrigo’s life and music. The exhibit can include drawings, photographs, quotes and music. Encourage students’ creativity.

 

The following Web sites are excellent sources of information:

 

-Overview of Rodrigo’s life and music http://www.joaquin-rodrigo.com/cr1970e.html.

 

-Rodrigo’s music http://www.amazon.com/exec/obidos/tg/detail/-/B0000026YM/ref=pm_dp_ln_m_2/002-8021608-8216803?v=glance&s=music&vi=samples

 

-Images of Rodrigo

 http://images.google.com/images?q=JOAQUIN+RODRIGO&ie=ISO-8859-1&hl=en

 

3. Invite other classes in your school and members of the community to view the class exhibit. If possible, take digital pictures and post them on a class Web site.

 

Teacher Note: The following Web sites provide information on creating a class Web page:

 

Front Page in the Classroom at http://www.actden.com/fp/

Small Planet at http://www.smplanet.com/webpage/webpage.html

 

Grade Level: K-2

 

The above activity may be modified for students in grades K-2.

 

1. As a class, explore the following Web site at http://www.joaquin-rodrigo.com/cr1970e.html.

You may read different parts of the site aloud to your students.

 

2. Play the music from the Web site at http://www.joaquin-rodrigo.com/cr1970e.html, and ask the students to draw a picture as they listen.

 

3. Share the students’ art with the school and/or community.

 

MEET THE ARTISTS

 

Share with your students the following about the artists who will be performing at Festival

Español.

 

Eunice Kim, Violin 

Eunice, age 11, is a 6^th grade honor student at Burlingame Intermediate School. She studies violin with Professor Wei He at the San Francisco Conservatory of Music and with Julliard professor Won-Bin Yim. She began studying violin in the Suzuki Violin School at the age of 6, and made her solo debut with the KBC Symphony in Seoul when she was 7.

 

She has won many honors as a soloist – including first prize at the California Chinese Music Teacher’s Association Competition (2002), first prize at the Pacific Music Society (2002), grand prize at the Korea Times Violin Competition (2002) and winner of last spring’s Fremont Symphony Competition.  Last summer she performed the Bach Two Violin Concerto with the Aspen Festival Orchestra.  When she is not busy practicing, Eunice enjoys reading books, playing the piano and listening to classical music.

 

 

Andrew Baltazar, Alto Saxophone

Andrew, age 16, is a junior at Berkeley High School.  His interest in music was sparked by Maggie Hogan, his elementary music teacher, who supported his desire to play jazz at an early age.  He began playing the saxophone in third grade, and the flute in fourth grade. At age 11, he was accepted into the Young Musicians Program (U.C. Berkeley) where he studied saxophone with Daniel Zinn and flute with Michelle Caimotto.  He performs with the YMP Wind Ensemble, Jazz Ensemble and Advanced Jazz Combo in addition to his high school ensembles.  He is a recipient of the Dick and Laurie Morrison Scholarship for Superior Achievement in Classical Music and Jazz.  He has performed at Carnegie Hall with the National Wind Ensemble.  Andrew plans to study music in college and pursue a career in music performance.

 

 

Aimee Puentes

Aimée is a native of Sacramento, California. She received her Bachelor of Music degree from San Francisco State University.   Ms. Puentes is an accomplished vocalist, having sung leading opera roles such as Zerlina in Don Giovanni, Despina in Cosi fan tutte, and Musetta in La Bohème, among others. She has performed with the San Francisco Opera, Arizona Opera, Pensacola Opera and West Bay Opera.  She and Maestro Michael Morgan performed  earlier this year with the San Antonio Symphony.  She will perform Joaquin Rodrigo’s Cuatros Madrigales Amatorios (Four Madrigals of Love) for our program.

 

 

 

POST-CONCERT ACTIVITIES

 

 

MEMORY BOOK

 

Grade Level: K-5

The purpose of this activity is to help students reflect upon and capture their experiences at Festival Español.

 

Steps

 

 

1. Tell the students that they are going to create a Memory Book called “My Day at the Oakland East Bay Symphony.”

 

 

2. Provide students with the following templates to use in creating a Memory Book called “My Day at the Oakland East Bay Symphony.”

 

Insert link to template: or see file “OEBS Memory Book Template.”

 

 

 

THE BEAUTY OF AMERICA

 

Grade Level: K-5

The purpose of this activity is for students to create an artistic response to the song “America the Beautiful.”

 

 

1. Ask the students to create a poster called “The Beauty of America.” Tell them to include items that reflect the beauty in this country.

 

2. Share the following options with the students:

 

Option 1. You can choose to draw or paint your own picture using crayons, markers, or paint.

 

Option 2. You can use the Internet to search the archives at the Library of Congress American Congress at http://memory.loc.gov/ and use the images to make your poster.

 

Option 3. You can use pictures and words from magazines and newspapers to make a collage of images.

 

Extension Activity: Lead a class discussion about what is and what is not beautiful in America and what a person can do to change it.

 

 

 

 

CREATE A COMMERICIAL FOR THE ARTS

 

Grade Level: K-5

 

1. Ask the students to work in small groups to create a one- minute mock Public Service Announcement about the benefits of having music in your life, attending live musical performances, and how music can express culture.

 

If possible, videotape students’ presentations and share with the school and community.

 

 

 

STANDARDS

 

California Visual and Performing Arts Standards http://www.cde.ca.gov/standards/

Kindergarten

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning
4.1 Create movements that correspond to specific music.
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).

Grade 1

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music
3.1 Recognize and talk about music and celebrations of the cultures represented in the school population.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning
4.2 Describe how ideas or moods are communicated through music.

Grade 2

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music
3.1 Identify the uses of specific music in daily or special events.

Diversity of Music
3.2 Sing simple songs and play singing games from various cultures.
3.3 Describe music from various cultures.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.4 Respond to a live performance with appropriate audience behavior.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Careers and Career-Related Skills
5.2 Identify and discuss who composes and performs music.

Grade 3

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning
4.3 Describe how specific musical elements communicate particular ideas or moods in music.

 

Grade 4

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.5 Recognize the influence of various cultures on music in California.

 

Grade 5

 

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Listen to, Analyze, and Describe Music
1.5 Identify vocal and instrumental ensembles from a variety of genres and cultures.

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Diversity of Music
3.5 Describe the influences of various cultures on the music of the United States.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning
4.2 Develop and apply appropriate criteria to support personal preferences for specific musical works.