OAKLAND EAST BAY SYMPHONY

Young People’s Concert 2007


A GERSHWIN SONGBOOK

 

 

TEACHERS’ GUIDE

 

 

 

 

INTRODUCTION

 

The Oakland East Bay Symphony’s A Gershwin Songbook Teacher’ Guide is designed to enhance students’ Young People’s Concert experience. The guide contains a series of activities for students in the elementary grades, each focusing on different aspects of the symphony performance. The guide contains activities for students to use before the concert, during the concert, and after the concert. Students will learn about the lives and music of Ira and George Gershwin as they explore ragtime and jazz. They will learn about concert etiquette, the musical instruments that comprise the symphony orchestra, and musical vocabulary terms. Students will complete a map of the symphony, and draw a sketch of the concert auditorium. After the performance, they will write and stage a review of the concert. They will also create “Jazz Cat Poetry” highlighting their Young People’s Concert experiences.

 

 

A Gershwin Songbook Teacher Guide contains the following student materials that you can print for your students to use in the pre, during and post concert activities:

 

 

 

 

 

 

 

PRE-CONCERT ACTIVITIES

 

Building Background

 

Activity One: Introducing Ira & George Gershwin

 

1. Listen to the CD featuring the song “Summertime” with your class. Ask your students to share their thoughts and responses to the music. As this song will be a sing-a-long at the Young People’s Concert, practice the words with your students.

 

2. As a class, visit the website http://www.gershwin.com/. Listen to the first song that is featured on the website entitled “Strike Up the Band.” Ask the students to share their thoughts and responses to the music.

 

Browse the website and invite the students to read aloud the information about the Gershwin brothers. You may also wish to have students use library reference sources to learn about George and Ira Gershwin. The following are two excellent books:

 

 

 

3. Visit the following American Masters website and ask your students to read the information about George Gershwin aloud:

 

http://www.pbs.org/wnet/americanmasters/database/gershwin_g.html

 

4. Tell the students that they are going to complete a graphic organizer based on what they learn about the Gershwin brothers. A graphic organizer is a visuo-spatial representation of information. Further information about graphic organizers can be found at Literacy Matters at http://www.literacymatters.org/content/study/organizers.htm

 

Divide the class into small groups and give each group a copy of the

“Gershwin Graphic Organizer” handout. The handout contains a template for a graphic organizer.

 Before the students begin, give them directions for constructing the graphic organizer. First, tell the students that in order to construct the graphic organizers, they must read information about the Gershwins using various websites and books. Provide the students with the following Internet resources:

 

http://www.gershwin.com/

 

      http://www.gershwinfan.com/bioira.html

 

      http://www.artsalive.ca/en/mus/greatcomposers/gershwin.html

 

http://www.pbs.org/wnet/americanmasters/database/gershwin_g.html

 

Next, tell the students to collect facts from their readings. The last part of the task is for the students to complete the graphic organizer by recording facts about George and Ira Gershwin.

 

Teacher Note: Students in grades K-2 should collect 10-15 facts as they create their graphic organizers.

 

Students in grades 3-5 should collect a minimum of 20-25 facts as they create their graphic organizers.

 

6. After the students have completed their graphic organizers, invite each group to present its work to the class. Post the graphic organizers in the classroom to use as a shared resource.

 

 

 

 

 

 

 

 

 

 

 

 

 

Oval: Ira Gershwin Oval: George Gershwin

 

 

Record your facts about the Gershwin brothers in the graphic organizer. Remember to add additional lines as you add more facts.

 

 

Activity Two: A Brief Introduction to Jazz

 

1. As a class, visit the PBS KIDS GO interactive timeline that introduces the history of jazz. Invite student volunteers to read the various sections of the website aloud: http://pbskids.org/jazz/time/1700.html

 

The website focuses on jazz during the following time periods:

 

 

Write each time period on the board. When the students have finished reading the information, ask them to record two or three important facts under each time period.

 

Activity Three: Concert Etiquette

 

1. Tell your students that there are rules of polite behavior, or etiquette, that they will be expected to follow at the symphony performance. Give your students a copy of the “Concert Etiquette” handout below. Have the students work in small groups to complete it. After the students are finished, ask them to share their answers with the entire class.

CONCERT ETIQUETTE HANDOUT

Young People's Concerts

 

There are rules of etiquette that people follow when they attend concerts. Read the rules and answer the questions below.

 

RULE NUMBER ONE: Ushers will direct you to your seats. Your entire class must be together before you will be seated. There will be no seating while the musicians are performing.

 

QUESTIONS:

What is an usher? _________________________

In what other places do ushers work? ___________________

Why will an usher not seat you while the musicians are performing?

______________________________________________________

RULE NUMBER TWO: No food or chewing gum is allowed inside the auditorium.  If you plan to bring lunches, please leave them on the buses until the concert is concluded.

QUESTIONS:

 

Why do you think no food or chewing gum is allowed in the theater?

        ­­­­­­__________________________________________________________

What other places have you been where no food is allowed?

 __________________________________________________________

Why will an usher not seat you while the musicians are performing?

______________________________________________________

RULE NUMBER THREE: No flash photography inside the auditorium.

QUESTIONS:

 

Why do you think no flash photography is allowed during the performance?

_________________________________________________________

What other places have you been where no flash photography is allowed?

_________________________________________________________

RULE NUMBER FOUR: Please hold applause until the end of each selection. It is time to clap when the conductor drops both arms to his side. Students should not to talk or leave their seats while a performance is in progress.

QUESTIONS:

 

How will you know it is time to clap?

__________________________________________________________

Why do you need to be quiet and stay in your seat during the performance?

_________________________________________________________

What activities have you participated in where people clap at different times?

            __________________________________________________________

RULE NUMBER FIVE: Dress appropriately for the occasion. Orchestra members wear formal black suits and ties and some form of "dress up" attire worn by the audience reflects a respect for both the musicians and the concert hall itself.

 

How does the way you dress show respect? _________________________

 

What do you think is appropriate attire that shows respect?__________

 

Activity Four: Vocabulary Match Game

 

Ask your students to visit the Oakland East Bay Symphony website at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm to find the word that matches the definition. You may also print out this page and make copies if you do not have computer access. Ask your students to complete the Vocabulary Match Game handout below.

Teacher Note: For students in grades K-2, you may wish to complete this activity in class. You can also select just a limited number of definitions to teach your students.

Students in grades 3-5 may complete this activity independently, or you may choose to assign it as homework.

 

SYMPHONY VOCABULARY HANDOUT

 

Visit the Oakland East Bay Symphony website at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm to find the word that matches each definition.

 __________ A person who writes music.

__________The highness or lowness of a musical note.

__________The stick the conductor uses to show the musicians the beat.

__________Musical tones happening at the same time. 

 __________The pulse of a piece of music.  



__________One instrument playing alone.

__________Everything other than "popular" music.  Popular music is like rap or rock.  "Classical" also refers to the period in European musical history from about 1750 to 1820.

__________The leader of the violin section of a symphony orchestra.

__________A composition for orchestra and solo instrument. 

__________The musical background provided for a main part.

__________Musical tones happening one at a time to form the theme or tune. 

__________Sections or parts of a piece of music, like chapters of a book.  Usually the program lists the names of the movements or tells how many of them will be played.

__________The pulse, or the beat, in a piece of music.

__________A group of performers.

__________The main musical idea of a piece, sometimes called the "subject."

__________The music the conductor reads that shows everyone's part.

__________A large piece of music written for an orchestra, usually in sections. 

__________The fastness or slowness of the music.

Activity Five: The Instruments of the Symphony

 

1. Make copies of the “Instruments of the Symphony” flashcards. Give each group two copies.

 

Give each group a copy of the “Musical Instruments” handout. The handout features images of musical instruments on one side, and the names of the instruments on the other side.

 

Play a flashcard memorization game. Ask the students to try to memorize as many of the instruments as they can in a ten-minute period.

 

For students in grades K-2, have the students play a “Concentration Matching Game” by cutting out each instrument card, laying it fact down, and trying to locate its match.

 

Ask students in grades 3-5 to design a game using the different musical instruments. As a class, brainstorm possible ideas. Then give the students time to create an original game. For example, they might create a board game or a card game. Encourage their creativity. Ask each group to present its game to the entire class. Lead a class discussion focusing on each game’s highlights.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DURING CONCERT ACTIVITIES

 

Activity One: Instrument Search & Concert Sketch

 

1. Give your students a copy of the “Symphony Sketching“ handout. Tell the students that when they are at the concert, they should complete the two sections of the handout. First, tell the students to find where the different instrumental sections are located on the stage, and record this information on the handout.

 

The second part of the handout asks students to sketch what they see in the auditorium.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SYMPHONY SKETCH

 

Draw the location of the instruments on the stage on the top portion of the handout.

 

Draw what you see in the auditorium on the bottom portion of the handout.

 

POST- CONCERT ACTIVITIES

 

Activity One: Jazz Cat Poetry

 

1. Give each student a copy of the “Jazz Cat Poetry” handout. Tell the students that they are going to write a poem about the Young People’s Concert. Prior to beginning, as a class, brainstorm a list of words that described the students’ concert experiences. Record students’ ideas on the board. Encourage the students to focus on how ideas or moods are communicated through music.

 

Allow students to work in pairs, small groups, or individually to complete their poems.

 

When the poems are complete, stage a class poetry reading. Post students’ poems for others to view.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Write your “Jazz Cat” poetry in the space above. Be creative!

 

Name________________________________________________________

Activity Two: Concert Review

 

1. Divide the class into small groups. Tell the students that they are going to write a review of the Oakland East Bay Symphony Young People’s Concert. The review must include the following information:

 

 

2. Tell the students that they are going to stage a mock television show called “OEBS 2007 Concert Review” featuring their reviews. Choose an emcee for the program. The emcee should introduce each group before it begins presenting. The students may present their review as an interview between two people, or one person may present their review. Encourage the students to be creative in selecting a format to present their reviews.

 

3. Invite others in the school to view the mock television show.

 

EXTENSION ACTIVITIES

 

Activity One: Michael Morgan: Conductor

 

1. Ask your students to read the biography of Michael Morgan at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm and write a short article describing his life.

 

Activity Two: The Meaning of the Music

1. Ask your students to respond in writing journals to the following prompt:

"Music must reflect the thoughts and aspirations of the people and the time. My people are American. My time is today."

What do you think George Gershwin meant by this statement?

Source: http://www.artsalive.ca/en/mus/greatcomposers/gershwin.html

 

Activity Three: Learn More About Jazz

1. Ask your students to visit the PBS interactive at http://pbskids.org/jazz/join_the_jazz_band.html

 “Join the Jazz Band” to learn more about jazz.

 

 

STANDARDS 

California State Standards

http://www.cde.ca.gov/be/st/ss/

 

Visual & Performing Arts

 

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.

 

Grade 1

  

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

 

 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.

 

Grade 3

  

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

 

 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.

Analyze and Critically Assess

 4.1 Use specific criteria when judging the relative quality of musical performances.

Derive Meaning

 4.2 Describe the characteristics that make a performance a work of art.

 

Grade 5

 

1.0 ARTISTIC PERCEPTION

 Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music.

 

Listen to, Analyze, and Describe Music

 1.5 Identify vocal and instrumental ensembles from a variety of genres and cultures.

 

National Education Standards

www.mcrel.org

Standard 6.

Knows and applies appropriate criteria to music and music performances

http://www.mcrel.org/compendium/standardDetails.asp?subjectID=11&standardID=6

 

Level I (Grades K-2)

 1. Knows personal preferences for specific musical works and styles

 

Level II (Grades 3-5)

 3. Identifies the sounds of a variety of instruments (e.g., orchestral, band, instruments from various cultures) and voices (e.g., male, female, children’s voices)