outhful Young People's Concert - Virginia Symphony Orchestra

virginiasymphony.org

outhful Young People's Concert - Virginia Symphony Orchestra

Benjamin Rous

Associate Conductor

Youthful Sounds:

The

Music

of Young Musicians

Young People's Concert

Student Guide

Benjamin Rous, Associate Conductor

2011-2012

The Love for Three Oranges Suite, III. March

Sergei Prokofiev

The Marriage of Figaro, Overture

Wolfgang Amadeus Mozart

Violin Concerto No. 5, Mvt. I

Wolfgang Amadeus Mozart

Duke Ellington! (A Medley for Orchestra)

Duke Ellington

Staircase to Heaven/ Harmony Student Composers, Arr. B. Kuebler

Overture from West Side Story

Leonard Bernstein

Harry Potter Suite: Harry’s Wondrous World

John Williams


Concert Guide Table of Contents

PAGE

Young People's Concert

3 Welcome and Introduction

4 Interview with Associate Director Benjamin Rous

5 Biographies of Guest Soloists

7 Roster of Virginia Symphony Orchestra Musicians

8 Preparing for Your Trip

9 Composers’ Biographies

16 Study Guide Activities

27 Vocabulary Page

28 Partners in Education

29 Teacher Evaluation


Welcome and Introduction

Dear Teacher,

Come join the musicians of the Virginia Symphony Orchestra as they play music composed or

inspired by the energy of youth! From Mozart to Bernstein, from Prokofiev to Ellington, experience the

power and creativity of musicians who began composing at an early age- music that continues to touch the

hearts of today’s young and young at heart. These performances will also feature young musicians from the

Hampton Roads area playing along with the Virginia Symphony Orchestra as part of the “youthful sounds”

that will be heard at each concert. As students experience the sights and sounds of a symphony orchestra

LIVE, they will also explore answers to questions such as:

What basic musical elements are used in composition Why is Mozart’s music still played

today How does jazz sound different from classical music Can they (your students) compose music

too

This exciting symphonic experience, designed especially for 3rd – 5th graders (but also

appropriate for younger and older students), features the performance of music that illustrates how

energy, imagination and education - all the components your students possess - can culminate in

memorable artistic endeavors. Our Young People’s Concerts, coupled with the content of this guide

– specifically written for student use – will guarantee a quality educational experience your students

won’t soon forget. So come with us and enjoy our “Youthful Sounds.” See where music will take you!

Marsha Staples

Director of Education and Community Engagement

Virginia Symphony Orchestra

861 Glenrock Rd. Suite 200

Norfolk, VA 23502

mstaples@virginiasymphony.org

Carrie Green

Education Manager

Virginia Symphony Orchestra

861 Glenrock Rd. Suite 200

Norfolk, VA 23502

cgreen@virginiasymphony.org


Associate Conductor: Benjamin Rous

Meet our conductor for this season’s Young People’s Concerts: Maestro Benjamin Rous. He’s looking

forward to seeing you there and hopes that you will enjoy your experience! We asked him a few questions so

that you could get to know him a bit before coming to the concert, and

here is what he had to say:

What is your favorite color

The blue of a blue sky on a summer day is my favorite.

What is your favorite food

It’s apple pie the way my mom makes it.

Do you have any pets

Yes. Jack is the best cat in the world. He is white, but he has two dark

patches on his forehead and a dark tail. It really looks like his tail belongs

to another cat. He’s very funny-looking; but he’s the most loving cat, and

he’s friendly with strangers as well.

Are there any sports you enjoy playing or watching

I played hockey for eight years growing up, and I was the setter on my high school volleyball team.

Recently, I’ve gotten back into Ping Pong, as well. But I love watching any sports.

What are your favorite pastimes or hobbies

Whale watching, walks in the country, chess.

What were your favorite books when you were a kid

I read The Phantom Tollbooth every year from fourth through eighth grade. Also, anything by Roald Dahl.

Do you have any hidden talents no one knows about

Skipping stones over the water, I’m the best I’ve ever met.

When did you first discover your love of music

Before I remember what music sounded like, I remember the desire to take violin lessons. I was six.

What instrument(s) do you play Are there any instruments you wish you could play and why

Violin, viola and piano. I wish I could play piano a lot better than I do. It would just be so useful to be a

virtuoso pianist.

What/ who inspired you towards the podium Was everyone supportive of your decision

My youth orchestra conductors were my main inspirations. Yes, luckily, I’ve been encouraged by all the

important people in my life.

What do you love most about conducting

I love that it’s my job to focus on how all the parts go together and how the whole thing should affect the

listener.


Guest Soloists

Brendon Elliott

Brendon is 17 years old and attends Menchville High School in Newport News, VA where he studies

very hard and is in his school’s Scholars Program. This year, he will be in the 12th grade. Along with getting

great grades at school, he studies the violin with the Virginia Symphony

Orchestra’s Concertmaster, Vahn Armstrong, and plays in a quartet (a group

of four musicians) with his mom, younger brother and sister- the Elliott

Family String Quartet. He began his violin studies at the age of three, and

quickly made everyone aware of his exceptional musical gifts. At the age of

six, he was accepted into his first youth orchestra where he was the

youngest of all the members! Now at 17, he has been playing with the

Peninsula Youth Orchestra for the past ten years. Brendon has been its

concert master (the first-chair violin player) for six years now.

He made his debut as a soloist when he was ten years old. Since

then, he has performed in and won numerous competitions, appeared on the

famous radio show “From the Top” and performed as the featured soloist for

many orchestras. The Richmond Symphony Orchestra and the Richmond

Philharmonic Orchestra - and now the Virginia Symphony Orchestra, as

well - are a few. When Brendon is not practicing or performing on his

violin, he likes to play basketball, Wii games and reading. His favorite color is purple, and he loves mac ‘n

cheese and pizza.

Annika Jenkins

Annika attends Laurel Springs Academy of the Gifted & Talented where she is an honor student. She is

also an all honors scholarship student at The Julliard School,

Pre-College Division, in New York City! By invitation, audition

and as first prize winner in numerous competitions, Annika has

been a featured guest soloist in dozens of concerts with nearly

twenty professional and community orchestras and ensembles.

She made her orchestral debut at eleven and has been

performing steadily since then. She has even been featured on

the famous radio show, “From the Top.” A fantastically talented

violinist, she also plays the piano!

Along with her many, many honors and awards as a musician,

Annika is also a young philanthropist (someone who gives of her

time and resources towards helping others) - often donating her

award money towards other causes and being active as a Girl Scout. Her contributions have caught the

attention of many people, including Virginia Beach’s former mayor, Meyera E. Oberndorf. She even presented

Annika with a Key to the City of Virginia Beach!

When she is not practicing, performing or composing, Annika loves to read, sketch, play guitar and

hang out with her sisters and friends. She also loves animals, playing with her pet dog (a Siberian Husky

named Zorro) and two cats (Misty and Wink).


Guest Soloists

Sean Heely

Sean recently graduated from Deep Creek High School, where he served as Orchestra Class President and

Concertmaster. Along with performing with his high school’s orchestra, he also performed with the Deep Creek

Chamber Quartet Ensemble and the Flowing Tide Ceilidh (Pronounced KAY-lee) Band.

The past four years have been busy for Sean. Along with composing,

he auditioned and was accepted into the Chesapeake All-City Honors

Symphony Orchestra and Southeastern District Senior Regionals Orchestra

every single year. This past year, he auditioned and was accepted into the

All-Virginia All-State Symphony Orchestra. Sean thanks Vahn Armstrong for

this accomplishment. Mr. Armstrong, the Concertmaster for the Virginia

Symphony Orchestra, gave Sean private lessons throughout this past yearfor

which Sean is very grateful.

It seems that Sean was destined for music. He comes from a

family where almost every single person plays a musical instrument! When he

was little, he used to listen to tunes from the radio or elsewhere and then play

them on his grandmother’s piano. He began playing the violin at 10. His older

and much loved sister, Karen, was his main influence in choosing to study the

violin. Sean will now be attending George Mason University where he will be studying musical performance and

conducting.

Hannah Whitlock

Annika, now 16 years old, was a student at Bethel Christian School in Hampton, VA - having finished

her sophomore year there. Currently, she is homeschooling so that she can

devote more of her time towards studying music. Hannah began playing the

violin right before her fifth birthday and has had a busy and successful time

since then.

At the age of 12, she was awarded a full merit scholarship to attend the

prestigious Interlochen Arts Camp. She has auditioned for and been accepted

into many performing ensembles, serving as the concertmaster of the Bay

Youth Concert Orchestra and Principal Second Violin of the Bay Youth

Symphony Orchestra. Now, she is a member of its 1st violin section. She was

the only 9th grade violinist chosen for the 1st violin section of the Southeast

Region Senior Regional Orchestra in 2009, she and won the Assistant

Concertmaster position of the Southeast Region Senior Regional Orchestra in

2010.

Along with competing in and winning numerous competitions, she is also

part of a chamber group at Bethel Christian School. Hannah also enjoys

performing in her church’s orchestra and regularly playing with her family, as well.

Note This!

For more biographical information about each guest soloist, please visit our website at

www.VirginiaSymphony.org. Go to the Young People’s Concert page in the Education & Community


Engagement section.


Virginia Symphony Orchestra Roster

VIOLIN

Vahn Armstrong, Concertmaster

Yun Zhang, Associate Concertmaster

Amanda Gates Armstrong, Assistant Concertmaster

Simon Lapointe, Principal Second

Elizabeth Coulter Vonderheide, Assistant Principal Second

Christine Allison

Jorge Aguirre

Lesa McCoy Bishop

Wesi Chong Boyer

Mayu Cipriano

Lillian Curry

Amy Taira Danielson

Jeanne DeDominick

Linda Dennis

Lisbeth Dreier +

Bill Fearnside

Kirsty B. Green

Joan Griffing

Allegra Tortolano Havens

Linda Hurwitz

Pavel Ilyashov

Reina Inui

Tara-Louise Montour

Christina Morton

Seiko Syvertsen

VIOLA

Beverly Kane Baker, Principal

Amy Davis

Xuan Lin

Anastasia Migliozzi

Satoko Rickenbacker

Jocelyn Smith

Matthew Umlauf

CELLO

Michael Daniels, Principal

Rebecca Gilmore, Acting Assistant Principal

Lui Berz

Susan Hines

Nancy Keevan

J. Carter Melin

JoAnn Falletta, Music Director

Benjamin Rous, Associate Conductor

Robert Shoup, Chorus Master/ Staff Conductor

Akiko Fujimoto, Conducting Associate

PICCOLO

To Be Determined

OBOE

Sherie Lake Aguirre, Principal

George Corbett

Michael Dressler

ENGLISH HORN

George Corbett

CLARINET

Patti Ferrell Carlson, Principal +

Scott Boyer

E-FLAT CLARINET

Scott Boyer

BASS CLARINET

William Thomas

BASSOON

Laura Leisring, Principal

David Savige

CONTRABASSOON

Hana Lee +

HORN

David Wick, Principal

Hazel Dean Davis

Wilford Holcombe

Kimberly Gilman

Dennis Herring

TRUMPET

David Vonderheide, Principal

Stephen Carlson, Associate Principal

Ryan Barwise

TROMBONE

R. Scott McElroy, Principal

Donna Parkes

BASS

Scott Harris, Principal

Christopher White, Assistant Principal

Thomas P. Reel

Jeremy Barth

Frederick Dole

Jason Phillips

HARP

Barbara Chapman, Principal

FLUTE

Debra Wendells Cross, Principal

Joanne Meyer White

BASS TROMBONE

Rodney Martell

TUBA

Peter DuBeau, Principal

TIMPANI

John Lindberg, Principal

PERCUSSION

Robert W. Cross, Principal

Tim Bishop

J. Scott Jackson

+ Denotes Leave of Absence


Preparing for Your Trip:

Proper Concert Etiquette-

Don’t Leave Home Without It!

Young People's Concert


What is Etiquette

It’s a set of rules for the way we act. For example, when you chew with your

mouth closed at lunch, you are displaying proper dining etiquette. Or when you walk

down the hallway quietly in line as a class, you are displaying proper hallway etiquette.

But etiquette is more than just a set of rules or using good manners, it’s about

making the people around you feel comfortable. After all, chewing food with your

mouth wide open probably doesn’t look too nice to your fellow classmates and might

be kind of gross. In the concert hall, just like in the lunch room and in your school’s

hallways, there is a set of rules for the way the audience should act. This is called

proper concert etiquette.

Here is a list of things to remember for your trip to the concert hall. If you put the

words to a melody or use them in a rap, you’ll never forget them!

Music SOL Connection:

3.1(1)(3), 3.14

4.1(1), 4.7, 4.14

5.1(1)(3), 5.6(1), 5.12

Don’t forget your concert etiquette:

It’s about listening with due respect.

Please don’t talk or whisper, tap or sing

Unless the maestro asks for that very thing.

Don’t eat or drink while musicians play.

Keep your gum and candy far away.

Turn off alarms on electronic things,

Like cell phones and watches, so they won’t ring.

Don’t bring toys to play with or jingly blings.

They might distract the woodwinds, or even the strings.

Sighing, crying, sleeping too…

The percussion section might stop to stare at you.

And should you clap when the music stops

Yes. But only when the conductor’s hands drop.

When it’s time to clap, he’ll turn around,

Ready for all of the applause to sound.

And most of all, keep an open mind

To remember the sights and sounds you’ll find.


Composer: Sergei Prokofiev

What you’ll hear at the concert:

Love for Three Oranges Suite, III. March

Born in Sontsovka, Ukraine

(1891-1953)

Sergei Prokofiev started composing by the age of five. Because he didn’t know how to write

properly at that young age, his mother helped him write out his first piano

piece called “Indian Gallop.” She was the one who first taught him how to

play the piano and encouraged his musical talents throughout his

childhood. The rest of his family also supported his love for music as a

child, and he enjoyed playing his piano for them. He even wrote an opera

for his family to perform... at the age of nine! It was called “The Giant.”

An opera is like a play set to music. The actors sing their lines, and songs

are sung throughout.

At 13, Prokofiev became the youngest student to be accepted at

the St. Petersburg Conservatory- the greatest music conservatory

(a school especially for the study of music) in Russia. He had a habit of

being very self confident, frustrating and shocking his teachers with his

music so much that he earned the title “Enfant Terrible.” Prokofiev

actually liked this title, though. At 17, he gave his public debut as a solo pianist - playing his own

compositions - which were a hit. Everyone didn’t always like his compositions immediately, though,

and he received harsh opinions from music critics when he toured. However, this didn’t stop him from

setting his sights on the biggest prize he could win at his school, the Anton Rubinstein Prize- awarded

to the best student pianist. After 10 terms at the St. Petersburg Conservatory, at the age of 22, he finally

won the Rubinstein Prize... playing his own piece!

Other Facts:

- Prokofiev loved the game of chess, teaching himself the rules by the time he was 7 years old.

- The March from the opera The Love for Three Oranges is about a prince who a witch has cursed

to fall in love with... three oranges! He goes on a journey and finds them- one of which is a princess

whom he asks to marry him. Right before the wedding, the witch kidnaps the princess and turns her into

a rat! Meanwhile, the witch substitutes her evil henchwoman as the bride. For a while, it looks like

nothing goes well for the prince, but the good guys eventually win in this story. The witch’s rat spell on

the princess is discovered and reversed, and the prince gets to marry his princess.

Note This!

You will learn about orchestration at the concert. Orchestration means choosing who plays, which

instruments are played together and at what times.

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Composer: Wolfgang Amadeus Mozart

What you’ll hear at the concert:

The Marriage of Figaro

Violin Concerto No. 5, Movt. I

Young People's Concert

Born in born in Salzburg, Austria

(1756-1791)

Wolfgang Amadeus Mozart was the 1700’s classical equivalent (equal) to a child

rock star. Even YOU are familiar with some of his works.

Do you know the melody to “Twinkle, Twinkle Little

Star” Can you guess who wrote it Yes. Mozart. He was a

prolific composer. What does that mean It means that he

wrote tons of music- over 600 works! And if that isn’t

astonishing enough, read on. He was composing his first

pieces of music by the age of FIVE! He composed his first

symphony right before his ninth birthday and an opera at

twelve. Mozart was a music prodigy- a child genius. He

could play the harpsichord (a piano-like instrument), organ

and violin. But music wasn’t the only thing he was

talented in. He could speak fifteen different languages! It

was no wonder, though… for him, at least. By the time he

was six, he was touring all over Europe.

In the concerto you will hear at the concert, you’ll see and hear our young guest

artists solo with the orchestra- only playing the last five minutes of the violin concerto to

keep the concert from running over time. A concerto is a piece of music written so that

someone can play their instrument as a soloist (by himself) with an orchestra

accompanying him.

Other Facts:

- Mozart learned how to play his instruments and compose from his father,

Leopold.

- Even though he made playing and composing look easy, it took Mozart a great

deal of work to be as good as he was. In fact he once wrote, “I too had to work hard, so

as not to have to work hard any longer.”

- Mozart could compose anywhere, doing anything… while eating his meals,

while chatting with his friends or playing his favorite game- billiards. He loved

composing that much!

- Wolferl was his pet name as a child.

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Note This!

You will hear something called ornamentation during The Marriage of Figaro. This

means you will hear quick little notes that dress up a melody.


Composer: Duke Ellington

What you will hear at the concert:

Duke Ellington! (A Medley for Orchestra)

Born in Washington D.C., USA

(1899-1974)

Duke Ellington’s birth name was Edward Kennedy Ellington, but he had an elegant style even

as a kid. So, one of his classmates who admired him gave Ellington the

nickname, “Duke.” It stuck! After an incident when Ellington got hit in the

head with a baseball and required stitches, his mother decided that he should

take up the piano, instead... a much safer activity. However, he was much

more interested in playing baseball (He LOVED baseball. ) than learning the

piano. So, he didn’t keep to his piano lessons for very long. It wasn’t until

he became a teen that he really got interested in it again. He was invited to

go see and hear a ragtime pianist, Harvey Brooks, perform... and he was

hooked on piano and jazz after that!

What’s jazz Go to the next page to find out.

Ellington, taught himself how to play the piano like Harvey Brooks

did, learning how to write and arrange music. He began earning money as a piano performer, even

formed his own band... and the rest is history! He went on to compose over 2,000 pieces - writing jazz

songs, ballets, musicals, film scores and more! For his 70th birthday, President Nixon gave him a party

at The White House and honored him by giving him the Presidential Medal of Freedom... a fitting award

for a musical career spanning over 50 years based on expressing himself, honor and individuality.

Other Facts:

- One of Ellington’s first jobs was selling peanuts at a baseball stadium.

- Ellington is considered by many to be America’s greatest composer, band leader and recording

artist because of his extraordinary development as a musician. He just kept getting better and better and

composing more and more music!

Note This!

If you listen to the music examples online at www.VirginiaSymphony.org, you will hear Sophisticated

Lady and It Don’t Mean a Thing. They are featured during the concert, along with the other songs in the

“medley.”

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What is Jazz

That’s a tricky question to answer!

Young People's Concert

Jazz is often called America’s original art form... but other than telling us that it came

from the USA, what does that phrase mean It’s tricky! Jazz is a style of music that is still

evolving (growing and changing). Because there isn’t just one kind of jazz, one set way of

playing it, it is challenging to truly define.

Even though it is tricky to define, when you hear jazz, you might notice a few things

that definitely make it different from music like Mozart’s. Here are three major

characteristics.

1) Syncopation – You hear this when the strong and weak beats in the music aren’t where

you would usually hear it in the Classical music of Mozart. For example, when a piece of

music has four beats in each measure this is what you might hear:

Classical:

STRONG, weak, STRONG, weak

Jazz:

weak, STRONG, weak, STRONG

In Classical music, beats 1 and 3 are strong. In Jazz music, beats 2 and 4 are strong.

2) Swing – Instead of playing the eighth notes nice and evenly, jazz musicians often swing

them. This means that they don’t play them equally. Each eighth note in a pair is not the

same length. The first one is played a little longer than the second.

3) Improvisation – Improvisation means to make something up on the spot. In jazz, there

are sections of the music where the musicians invent what they are playing right then and

there!

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Composer: Students just like you

What you will hear at the concert:

Staircase to Heaven & Harmony

With a little help from the Virginia Symphony’s Education Department and musicians, students

just like you were able to compose these two pieces you will hear at the concert. Using a musical dice

game and the Finale PrintMusic computer program for music notation (writing), students were divided

into teams to create the rhythms and pitches that make up their compositions. The Finale PrintMusic

program made it possible for them to hear their compositions while they were writing and make changes

easily, simple as clicking on a note with their mouse and hitting the “delete” button. Not all of the

student composers played an instrument or knew how to read music really well, but they were still able

to participate. They worked really hard, played the musical dice game and learned how to use the

computer program. Then, at the end of their project, they had a musical composition they could call their

very own!

Would you like to learn how to compose music like they did If so, take page 18-22 to your

teachers or parents. There are instructions for a game of “Musical Dice” that will allow you to create

music in a random sort of way, like when you play a game of “Eeny, Meeny, Miny, Mo.” It’s a game of

chance, and you could get any number of rhythm combinations by the roll of your dice. If you have

Finale PrintMusic, great! If not, there is other music software that you can use or obtain. Search with

your teachers or parents to see what might work best for you. However, it will be perfectly alright if you

just use paper and pencil.

Have fun composing!

Note This!

Did you know that composing music using a game of chance isn’t new or even modern

In fact, musical games of composition like the one in this guide were around even during

Mozart’s time! If you enjoy making music this way, you might also enjoy creating music by making all

of the choices yourself- no dice needed... just like Duke Ellington did.

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Composer: Leonard Bernstein

What you will hear at the concert:

Overture from West Side Story

Young People's Concert

Born in Massachusetts, USA

(1918 – 1990)

Leonard Bernstein was ten years old when his aunt gave him a piano, and it

changed his life forever! The piano hooked him on music. He loved it so much that he

became a talented pianist, composer, conductor and

teacher! He thought music was so important that he

believed playing for young students (just like you!) was

one of the best things he could do. In fact, HE conducted a

whole series of Young People’s Concerts, very much like

the Virginia Symphony Orchestra’s Young People’s Concert

you’ll be attending.

Bernstein didn’t have iPods or YouTube when he was

growing up, but his family did own a radio. He grew up

listening to the popular music of the time- like jazz. Taking

jazz’s exciting rhythms and slippery notes and combining

them with other styles of music, he composed music for

plays, ballets and movies. One of the pieces you’ll hear at the concert is from his musical

play, West Side Story. In it, you will hear how he combines many different styles of music

– like jazz and Latin American.

Other Facts:

- Bernstein loved games- including tennis and touch football. He also loved the

game of anagrams. He was awesome at it. Would you like to play a game of anagrams

Go to page 23 to find out how to play.

-Bernstein practically got famous overnight when he conducted a nationally

broadcast concert for the New York Philharmonic. When he was still a young man, he

became their assistant conductor. When the regular conductor got sick and couldn’t

conduct a televised concert, Bernstein had to step right up and take his place... with just a

few hours notice. Everyone knew him after he did such a fantastic job conducting on TV!

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Note This!

If you listen to the music examples online at www.VirginiaSymphony.org, you will

hear Mambo from West Side Story, which is one of the featured songs in the

Overture. An overture is a piece of music that announces the beginning of an

opera or musical.


Composer: John Wiliams

What you will hear at the concert:

Harry Potter: Harry’s Wondrous World

Born in New York, USA

(1932 - Present)

If you’ve seen the Harry Potter, Star Wars, Jurassic Park or Indiana Jones movies, then you’ve

heard John Williams’ music. Composing for movies seemed to be in his

blood. His father was a percussionist who played for the film studios, and

Williams grew up with music and movies all around him- beginning his

study of the piano by the age of six.

He began his career as a jazz pianist after graduating from the

Julliard School of Music in New York but then decided to go back to Los

Angeles where he lived for a time while growing up. There, he began

writing for the film studios. And close to eighty films later, he’s still

composing! And as if that were not enough, for more than a decade, he

was also the conductor for the Boston Pops Orchestra... proving him to be

a multi-talented musician AND a very busy man.

Other Facts:

- In addition to the piano, Williams also learned how to play a variety of other instruments while

in grade school- the bassoon, cello, clarinet, trombone and trumpet.

- By the age of 15, he was already highly skilled at orchestration (arranging music for different

instruments).

- Williams doesn’t always compose music just for movies. He has also composed concertos

(music written for a single solo instrument and orchestra), music for several Summer Olympics and our

current president’s Inaugural Ceremony.

- Although he has many favorites among his film music, he counts the score to Close Encounters

of the Third Kind as his favorite if he absolutely had to choose which he liked most.

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Global Connections

1 2 3

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4 5

Picture # Composer’s Name Composer’s Birthplace

___ Prokofiev _________________

___ Mozart _________________

___ Ellington _________________

___ Bernstein _________________

___ Williams _________________

Match each picture with the appropriate composer’s name. Write the correct picture’s

number next to each name. Look back through the guide to find where each composer was

born. Then write down each composer’s place of birth next to each name.

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Maps

Match each country’s or state’s picture with its appropriate name.

Write the correct number next to each name.

Country or State Picture #

Ukraine

_____

Austria

_____

Washington D.C. _____

Massachusettes _____

New York

_____

1

2

3

4

History, Social Science, Virginia Studies,

World Geography SOL Connection:

Third Grade: 3.5(a), 3.6

Third - Fifth Grade: VS.1(a), USI.1(b), USI.2(a),

WG.1(a)(b)

5

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A Game of Musical Dice!

1) Review and get familiar with note values. What are note values Well, each

type of note is assigned a number of beats in music. This tells us how long or short a note

is. For example, a quarter note gets 1 beat.

Young People's Concert

So, 1 beat is a quarter note’s note value. Remember, sound is as important as the silence

in music. There are rests, as well as notes, for the times when you want a break in the

sound.

Here’s a chart to help you remember:

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2) Review pitches and their placement on a staff. What are pitches Pitch is the

highness or lowness of a note. We keep track of how high or low a note is by placing it on

a line or space on a musical staff.

The staff is like a ladder. The higher you place a note, the higher it sounds. Each line and

space on a staff has a pitch assigned to it. We use letter names (ABC’s) to help keep track.

For this game, we’ll be using a staff with a treble clef.

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For a staff with a treble clef on it, here are where the pitches are assigned:

If a quarter note is placed on the third line of the staff, it’s pitch is B.

3) Make your musical dice. Go to page 21. Color and cut out your dice. After you’ve followed

the instructions on how to fold and glue it, you’re ready to play!

4) You have two dice, one that has notes/ rests with shorter note values (Dice # 1) and one that

has notes/ rests with longer note values (Dice # 2). Roll Dice # 1 and write your note(s)/ rest(s) on

measure 1 on the sheet of blank staves (more than one staff) provided on page 22.

The measures are marked below each appropriate section on the music staff. Remember that you must

also choose a pitch for each note. For each measure of music, there are three pitches from which to

choose. The available pitches are marked in parentheses [ ( ) ] after each measure number.

For example: In measure 1, pitches C, E or G may be used. Make sure you place your note on the

correct line or space on your staff.

Repeat step 4, three more times so that measure 1 is full. Your notes should equal 4 beats total.

See the example below:

5) Now, let’s roll Dice # 2. Make sure to keep track of how many beats total you have for

your next measure of music. Depending on what note or rest your dice lands on, you might only have

to roll this dice once- two times at the most. Choose your notes’ pitches, as well, and write them down

on your staff.

19


6) For the next six measures, you may roll either Dice # 1 or Dice # 2. Remember, Dice # 1 has

the shorter sounding notes. Dice. # 2 has the longer sounding notes. Keep track of how many beats you

have for each measure. You can only have a maximum of four beats per measure for this musical

dice game. Don’t forget to also choose from the appropriate set of pitches under each measure on your

staff.

7) Now you have created a melody! Try playing it on a piano or xylophone.

8) If you would like to create a melody that sounds smoother, with fewer skips or leaps between

notes, here is what you should do:

For your eighth notes and sixteenth notes, choose pitches that move a step up or down towards

your next note. You will end up with some pitches that are not assigned to that particular measure of

music, but that’s okay. Look at the example below:

9) Experiment with your melody. It is your very own. If you do not like a particular rhythm, just

roll your dice again! Have fun and if you want to make music with a classmate or friend, go ahead!

You can take turns rolling your dice and choosing pitches.

10) If you have a music notation (writing) computer program that you can use, you can enter

your notes and pitches and hear what you have created instantly. Ask your teacher or parent for

assistance with this.

Music SOL Connection:

Third Grade: 3.3(1)(3), 3.10, 3.14

Fourth Grade: 4.3, 4.11, 4.14

Fifth Grade: 5.3, 5.5, 5.6(3), 5.8, 5.10, 5.12

20


Musical Dice

Print out this page on thick printer paper.

Color and decorate your dice. Then cut

them out along the solid lines.

(Dice # 2)

Make Your Musical Dice:

Step 1:

Fold along all the dotted lines to make

creases. Flip the dice over so that the pictures

of the notes and rests are on the back, facing

away from you.

(Dice # 1)

Step 2:

Bend up the sides that are

marked “1” and put glue on

the little tabs where the arrows

point. Then bend up the side

marked “2” and press it onto the

glued tabs.

Step 3:

Put glue on the tabs left and fold the

side marked “3” over onto them. Let

your dice dry.

21


(Your Title)

(Your Name)

4

4

Measure 1 (C E G) Measure 2 (A C E)

Measure 3 (F A C) Measure 4 (G B D)

Measure 5 (C E G)

Measure 6 (D F A)

Measure 7 (G B D) Measure 8 (C E G)

22


Anagrams!

Anagrams are word puzzles.

Sometimes, the puzzles only have one word to play with. Other times, there might be a couple

words or a whole sentence. You play by rearranging the letters to find another word or

sentence. Another way to play is by trying to find as many words as you can using the letters

given. For each way to play, you can only use each letter once.

Try your hand at these anagrams!

1) Rearrange the following words to find some of the composers’ first and last names from this

year’s Young People’s Concerts.

2) Find as many words as you can within each anagram.

1) Is keeper of vigor.

Who is this composer _______________________________

2)Waltz from a gong.

Who is this composer _______________________________

3)Blared inner notes.

Who is this composer _______________________________

4)Liked long tune.

Who is this composer _______________________________

English SOL Connection:

Third Grade: 3.3, 3.4(c), 3.8, 3.11(h)

Fourth Grade: 4.3(c), 4.8(h)

Fifth Grade: 5.4(b), 5.9(a)(c)

Answers: 1) Sergei Prokofiev, 2)Wolfgang Mozart, 3) Leonard Bernstein, 4) Duke Ellington

23


Become A Conductor

Use the Conducting Patterns Diagram below, try out the pattern for each time

signature. Find a partner and conduct together or have one person clap the

steady beat while the other conducts.

Young People's Concert

The 4/4 pattern:

This is the most basic of all

patterns. Use your right hand

to conduct. Hold your hand

up high and out in front of

you. Draw it straight down,

then over to the left, then

over to the right, then back

up. You should make a basic

square shape with your hand

as you conduct. Down is “1,”

left is “2,” right is “3,” and

up is “4.” Make sure you

make it clear where your

hand is going, because otherwise

you will be impossible

to follow!

The 3/4 pattern:

It’s similar to the 4/4

pattern, but you don’t need

as many beats. Hold your

hand out the same way and

draw it down, over to the

RIGHT, then back up. You

should make a roughly right

triangle. Down is “1,” right

is “2,” and up is “3.”

Conducting Tips:

Conducting is a mystery to many people, but it doesn’t have to

be. Although it takes some practice it’s not impossible to get the

hang of… and it’s a good thing, too! Conducting is very important to

the musicians within an ensemble. It tells them when to play, how to play,

when to get louder or softer, and much more. Anyone can learn to read or use

basic conducting gestures with just a few simple lessons. Try them and see!

3

4

2

6

2 1

3 2 1 4

1

1

2

3

2

4

3

6

5

24


The 2/4 or 2/2 pattern:

These are the same thing as far as conductors are concerned. Hold your hand out, as before. Draw it down

and slightly to the right, then bounce back up again. Down is “1,” and up is “2.” The reason you draw it just

slightly to the right is so the musicians can tell where the first beat always is. Otherwise it looks like you’re

going simply up and down, not giving beats.

In each of these patterns, emphasize each beat by bouncing your hand slightly. This is so musicians can tell

you’re actually ON that beat, and not still traveling to it.

Music SOL Connection

Third Grade: 3.7(2), 3.14(2)(3)

Fourth Grade: 4.7(3), 4.11, 4.14(2)(3)

Fifth Grade: 5.6(2), 5.10, 5.12(2)(3)

25


Write your own scene!

Young People's Concert

Write a scene! Close your eyes and listen to your favorite piece from

this Young People’s Concert. Imagine the music is the soundtrack to a movie

in your mind. What do you see You might try to describe a place or actions

the music makes you think of. Your favorite piece could sound like theme

music for an imagined character. Describe what kind of movie hero or villain

might fit the music. Let your imagination run wild. Music can take you

anywhere! Write down your thoughts and send them to us. Maestro Rous and

the Virginia Symphony Orchestra musicians would love to read all about it!

Virginia Symphony Orchestra

c/o Carrie Green, Education Manager

861 Glenrock Rd. Suite 200

Norfolk, VA 23502

26

English SOL Connection:

Third Grade: 3.3, 3.4, 3.6(b)(d), 3.8, 3.9, 3.10, 3.11

Fourth Grade: 4.3, 4.5(e)(g), 4.7(a-e), 4.8

Fifth Grade: 5.4, 5.6(c), 5.8, 5.9


Vocabulary

ballet – A ballet is a story that is told on stage through dance, music and scenery.

baton – A baton is a stick that is used by conductors to show the steady beat of a piece through horizontal and vertical movements.

composition – A composition is a creative work- usually referring to a piece of writing (like an essay) or a piece of music.

conducting pattern – A conducting pattern is the horizontal and vertical movements the conductor’s baton makes in the air as the conductor

helps the orchestra keep the steady beat for the music being played.

conductor – A conductor is a man or woman who directs rehearsals and performances by an orchestra, band,

chorus, opera company or other musical group.

dynamics – Dynamics are the loudness or softness of sounds or notes.

improvisation - This means making up music and playing it right on the spot.

maestra - The title “maestra” indicates that the conductor is a woman. It means “master” or “teacher” in Italian.

maestro – The title “maestro” indicates that the conductor is a man. It means “master” or “teacher” in Italian.

melody - Melody is a group of notes played one after the other. It is the tune of a piece of music. It’s easiest part to remember. It’s the part you

hum.

meter – The meter in music is the repeated division of strong and weak beats throughout the composition. If a piece of music has a series of

beats that follow this pattern – strong, weak, weak; strong, weak, weak – it is in a triple meter (groups of three beats). If a piece of music has a

series of beats that follow this pattern – strong, weak; strong, weak – it is in a duple meter (groups of two beats).

opera - An opera is a like a play set to music. The actors sing their lines, and there are songs sung throughout.

orchestra – An orchestra is usually a large group of musicians led by a conductor that plays classical music on musical instruments that belong

to the string, woodwind, brass and percussion families.

orchestration – Orchestration is the process of dividing a piece of music among instruments. A composer chooses who plays, what instruments

play together and when.

ornamentation - Ornamentation is the use of quick little notes to dress up a melody.

pitch – Pitch is the highness or lowness of sound.

rhythm – Rhythm is what makes music move. It is made up of sounds and silences.

scale - Scales are notes that all move up by step or down by step.

swing - This is a characteristic of jazz. Instead of each eighth note in a pair being played equally, the same length, the first one is played longer

than the second.

symphony – A symphony is a large piece of music written for an orchestra.

syncopation - This is the placement of strong beats where there are usually weak ones. Instead of STRONG, weak, STRONG, weak for the

beats in a piece of music, you might hear weak, STRONG, weak, STRONG. Syncopation is often found in jazz music.

tempo – Tempo indicates the speed of music. It’s a steady constant pulse, like a clock ticking. Tempo can be slow or fast or in-between, and it

can change during a song. Tempo influences how music sounds and feels. The same piece of music will sound different if it is played slower or

faster.

theme – A theme is a melody that is heard again and again.

tone color (or timbre) - This is the color of music. Composers blend instrument sounds like artists blend paints.

For example, an artist can mix two colors to make a third - like mixing red and blue to make purple. Similarly, a composer can have a clarinet

and an oboe play a melody together to create a different, blended sound... a different tone color.

27


Young People's Concert

28

Partners in Education

Ann & Gordon Getty Foundation

Bank of America Foundation

The Camp Foundation

The Capital Group Companies/ Home of American Funds

Chesapeake Fine Arts Commission

Delta Sigma Theta Sorority, Norfolk Alumnae Chapter

Dominion Foundation

Franklin Southampton Charities

Hampton Arts Commission

Kiwanis Club of Williamsburg

Minette & Charles Cooper

Music & Arts

National Endowment for the Arts

Newport News Arts and Humanities Commission

Nordstrom

Norfolk Commission on the Arts and Humanities

The Pruden Foundation

The Seay Foundation

Suffolk Fine Arts Commission

Target

The USAA Foundation

Tidewater Children’s Foundation

The J. Edwin Treakle Foundation

Virginia Beach Arts and Humanities Commission

Virginia Beach Public Schools

Virginia Natural Gas

Virginia Commission for the Arts

Virginia Symphony Society of Greater Williamsburg

Wachovia Wells Fargo Foundation

Williamsburg Area Arts Commission

York County Arts Commission


Teacher Evaluation

2011-2012 Season:

Youthful Sounds:

The Music of Young Musicians

Your comments and suggestions are most important to us. We constantly strive to provide the best concert experience for

Hampton Roads area students and ask you to assist us in future planning by filling out this evaluation form.

NOTE: Music teachers, please assist me and give copies of this form to the classroom teachers who attended the Young

People’s Concert. I also welcome letters from students about their concert experience!

Teacher name (Classroom or music teacher) _______________________________________________________

School and grade level ________________________________________________________________________

Venue where you attended the concert____________________________________________________________

Did the venue offer a good concert experience both visually and acoustically ____________________________________

From the early planning stages to the final performance of our Young People’s Concert, our goals are:

• To provide both music and classroom teachers with a concert guide & CD in order to prepare the students prior to the concert.

Teacher comments: please consider the following: 1.) Considering your time restraints, were you able to use the guide in

your preparation for the concert Did classroom teachers receive a copy of the guide and incorporate some parts in their

instructional curriculum____________________________________________________________________________

2.) When in the school year would be the optimum time for you to receive the guide _____________________________

3.) What part of the guide do you find most beneficial I write the guide as if I were talking to the students; do you find this

approach accessible and user-friendly __________________________________________________________________

________________________________________________________________________________________________

• To provide meaningful SOL related activities to enhance the educational experience

Teacher comments: please consider the following: 1) Do you find these SOL activities relevant to your curriculum

Suggestions _____________________________________________________________________________________

________________________________________________________________________________________________

• To present a concert with both artistic excellence and educational value

Teacher comments: please consider the following:

1.) Was the repertoire and script appropriate to the age level of your students Was there a particular piece in this concert

that especially appealed to your students; or did not appeal _________________________________________________

________________________________________________________________________________________________

2.) Was the explanation and examples of the four sections or families of the orchestra sufficient and related to the theme of

the concert ______________________________________________________________________________________

________________________________________________________________________________________________

3.) Were your students engaged throughout the concert Was there an appropriate amount of interaction between the actors,

conductor/orchestra and the audience _________________________________________________________________

• To provide the students with the “thrill” of a live symphony concert

Teacher comments: please consider the following: 1.) In this age of computers, CD’s, and videos, we continue to believe

there is nothing quite so thrilling as a live concert and the experience of seeing the orchestra. Any comments on this view are

greatly appreciated. __________________________________________________________________ ______________

________________________________________________________________________________________________

Please add any further comments about this year’s concert and suggestions for future concerts.

________________________________________________________________________________________________

________________________________________________________________________________________________

To help us better serve our student populations, please provide the following demographic information for your class:

Percentage eligible for free or reduced lunch:___%

Enrollment by race/ethnicity: American Indian/Alaskan___% Asian/Pacific Islander___% Black___% Hispanic___% Other___%

White___%

Please mail or fax this form to me; I will also email this form to your music supervisor and ask him/her to forward to you, if you prefer sending it via

email. Mail, fax or email to:

Carrie Green, Education Manager

Virginia Symphony Orchestra

861 Glenrock Road, Suite 200

Norfolk, VA 23502

29

Fax: (757) 466-3046 Telephone: (757) 213-1403 Email: cgreen@virginiasymphony.org

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