FIRE UP THE BAND!
TEACHER GUIDE
YOUNG PEOPLE’S CONCERT 2006
INTRODUCTION
The Oakland East Bay Symphony’s Fire Up the Band 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. Students will learn about the featured composers: Handel, Dvorak and Sousa, as they create mock television interviews. They will explore the brass family of instruments, with a particular focus on the sounds of the trombone and the trumpet. Conducting an orchestra using varied patterns will also be highlighted.
PRE-CONCERT ACTIVITIES
Building Background
Grade Level: K-5
Activity One: Musical Celebrations & Commemorations
The purpose of this activity is to help students reflect on how music is used to commemorate and celebrate special life events.
1. Ask your students to brainstorm answers to the following questions:
- What kind of music might you hear at a birthday celebration?
- What kind of music might you hear at a church ceremony?
- What kind of music might you hear at a wedding?
- What kind of music might you hear at a graduation?
- What kind of music might you hear at a parade?
- What kind of music might you hear at a sporting event?
- Can you think of other special events that music is a part of?
2. Lead a class discussion based on students’ responses. Use the following questions as guidelines:
· Why is music often a part of celebrations?
· How does music make people feel?
Activity Two: ComposersTV
The purpose of this activity is for students to build background knowledge on the concert’s featured composers: Handel, Dvorak and Sousa.
1. Tell your students that they are going to create an imaginary talk show called “ComposersTV.” The talk show will feature Dvorak, Handel and Sousa. Divide the class into three groups, and assign each group to research one composer. (You may have two groups researching the same composer.) Tell the students that they are going to visit websites that contain information about the composers, write an interview script with questions and answers, and act out a mock interview.
2. Give each group a copy of the “ComposersTV” handout below.
Group One:
Dvorak
STEP ONE: Read about Dvorak’s life at the following website:
http://www.classicsforkids.com/shows/bio.asp?ID=24
STEP TWO: Click on this website to hear a piece of music composed by Dvorak:
http://www.classicsforkids.com/music/music_view.asp?id=9
STEP THREE: Think of five questions that you are going to ask Dvorak in your “ComposerTV” interview. Write the questions and the answers to the questions below.
Question 1:
Answer:
Question 2:
Answer:
Question 3:
Answer:
Question 4:
Answer:
Question 5:
Answer:
STEP FOUR: Choose one person from your group to act as the talk show host and choose one person to act as Dvorak. Practice your interview questions and answers.
Group Two: Handel
STEP ONE: Read about Handel’s life at the following websites:
http://www.artsalive.ca/img/mus/composers/handel190.gif
http://www.classicsforkids.com/shows/bio.asp?ID=23
STEP TWO: Click on this website to hear a piece of music composed by Handel:
http://www.classicsforkids.com/music/music_view.asp?id=10.
STEP THREE: Think of five questions that you are going to ask Handel in your “ComposerTV” interview. Write the questions and the answers to the questions below.
Question 1:
Answer:
Question 2:
Answer:
Question 3:
Answer:
Question 4:
Answer:
Question 5:
Answer:
STEP FOUR: Choose one person from your group to act as the talk show host and choose one person to act as Handel. Practice your interview questions and answers.
Group Three: Sousa
STEP ONE: Read about Sousa’s life at the following website:
http://www.classicsforkids.com/shows/bio.asp?ID=22
STEP TWO: Click on this website to hear a piece of music composed by Sousa:
http://www.classicsforkids.com/music/music_view.asp?ID=11
STEP THREE: Think of five questions that you are going to ask Sousa in your “ComposerTV” interview. Write the questions and the answers to the questions below.
Question 1:
Answer:
Question 2:
Answer:
Question 3:
Answer:
Question 4:
Answer:
Question 5:
Answer:
STEP FOUR: Choose one person from your group to act as the talk show host and choose one person to act as Sousa. Practice your interview questions and answers.
3. After the groups are finished their research and writing, stage the imaginary “ComposersTV” talk show. If possible, invite others in the school or community to view the performance.
Activity Three: Concert Etiquette
The purpose of this activity is to provide students with ideas about what to expect at a concert performance.
1. The Oakland East Bay Symphony website at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm contains a section that focuses on concert etiquette. You may choose one of the following options to help your students become familiar with this information:
- Make a videotape or audio recording of student volunteers as they read the seven rules of concert etiquette aloud
- Create a skit showing appropriate and inappropriate behaviors
- Create a drawing depicting the standards of concert etiquette
Activity Four: Brass Family Instruments
The purpose of this activity is to introduce students to the trumpet and the trombone.
1. The Oakland East Bay Symphony website contains a page that describes the instruments that are featured at the 2006 Young People’s Concert. This can be viewed at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm. Print this page and distribute it to your students.
2. Share the following information about trombones and trumpets with your students:
Brass Family instruments produce their unique sound by the player buzzing his/her lips while blowing air through a cup- or funnel-shaped mouthpiece. To produce higher or lower pitches, the player adjusts the opening between his/her lips. The mouthpiece connects to a length of brass tubing ending in a bell. The shorter the tubing length, the smaller the instrument, and the higher the sound; and the longer the tubing length, the larger the instrument, and the lower the sound. The brass family can trace its ancestry back to herald trumpets, hunting horns, and military bugles. The main instruments of the brass family include the trumpet, horn, trombone, and tuba.
The mouthpiece of the trombone is larger than that of a trumpet, and gives the instrument a more mellow sound. Instead of valves, the trombone has a slide which changes the length of its approximately 9 feet of tubing to reach different pitches.
The trumpet is the highest sounding member of the brass family. The brilliant tone of the trumpet travels through about 6 - ½ feet of tubing bent into an oblong shape. The player presses the three valves in various combinations with the fingers of the right hand to obtain various pitches.
Source: http://www.dsokids.com/2001/dso.asp?PageID=163
3. Print out a map of the orchestra and look for the saxophones and the brass sections at http://www.oebs.org/page/ypc-edu-pack/edu-pack.htm.
4. If possible, invite musicians from your school orchestra to play the trombone, trumpet and saxophone for your students. You can also hear the sound of a trombone by visiting the link at http://www.dsokids.com/2001/dso.asp?PageID=163
and clicking on “Hear the Trombone.” To hear the sound of a trumpet visit the link at http://www.dsokids.com/2001/dso.asp?PageID=162
and click on “Hear the Trumpet.”
Activity Five: Watching the Conductor
The purpose of this activity is to introduce students to the role of the conductor in the orchestra.
1. As a class, visit the following website, which
briefly describes the role of the conductor in an orchestra:
http://yahooligans.yahoo.com/content/ask_earl/page?d=20051107.
2. Divide the class into small groups and ask them to visit the following website: http://www.msokids.homestead.com/MaestroAcademy.html.
Give each group a copy of the following questions to answer as they read the information on the website:
1. What would happen if a conductor had to use words to conduct the orchestra?
2. What does the conductor tell the musicians with his right arm
3. What does the conductor tell the musicians with his left arm?
4. What does the conductor tell the musicians with his eye contact and facial expressions?
5. What happens when the conductor raises his left hand in the air with his palm facing toward him?
6. What happens when the conductor puts her left hand down in front of her with the palm facing the floor?
Review the answers with your students using the correct answers that are provided below:
· What would happen if a conductor had to use words to conduct the orchestra? (He would have to speak so loudly that it would interfere with the music.)
· What does the conductor tell the musicians with his right arm? (Which beat they are playing in each measure.)
· What does the conductor tell the musicians with his left arm? (How he wants them to play.)
· What does the conductor tell the musicians with his eye contact and facial expressions? (He gives them feedback on how they are playing.)
· What happens when the conductor raises his left hand in the air with his palm facing toward him? (The musicians will play louder.)
· What happens when the conductor puts her left hand down in front of her with the palm facing the floor? (The musicians will play softer.)
4. Provide time for students to trace the conductor’s movement patterns. The website provides music selections that contain two, three and four beats per measure.
5. Tell the students to pay attention to the conductor’s movements when they attend the symphony performance.
CONCERT ACTIVITY
1. Pass out the “Fire Up the Band Collage Creator” worksheet either before the concert or when you get there. Explain to students that they are going to draw pictures of what they see, and write words about how they feel. Encourage students to include descriptive words about the music, performers, the venue, the instruments, etc.
Use this page to write down your what you see, hear, and feel at the Young People’s 2006 Concert. This will help you when you create your class collage.
POST-CONCERT ACTIVITIES
Reflection Time
Activity One: Classical Collage
1. Create a class collage based on the students’ experiences at the Young People’s 2006 Concert. Invite others in the school and community to view the students’ creation. You may wish to send a digital photograph of your students’ collages to the Oakland East Bay Symphony. This may be posted on their website.
Activity Two: Read About It
1. Read books about conducting an orchestra with your students. Ask your students to compare their experiences at the symphony performance with what they learn from reading the books. These are two excellent books that you may wish to use:
- Pickney, Brian. 2000. Max Found Two Sticks. New York: Greenwillow Harper Collins.
· Martin, Bill, Jr. 2004 The Maestro Plays. New York: Harcourt.
Activity Three: Individual Explorations
1. Ask your students to explore some of the
music online resources that can be found at the following website
http://www.kusc.org/kids/html/music-links.htm.
Encourage the students to share what they learn with their classmates.
Activity Four: Journal Writing
1. Ask your students to respond in a writing journal to the following prompts:
· Describe your experience at the symphony.
· What was your favorite part of the symphony?
· What images do you think of when you recall the music?
· Describe how the music made you feel.
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
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
4.2 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.
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
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
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.
National Education Standards
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)