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.
15

Global Connections
1 2 3
Young People's Concert
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.
16

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
17

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:
18
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.
18

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.
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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
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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.
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(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)
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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
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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
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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)
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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.
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Young People's Concert
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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
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Fax: (757) 466-3046 Telephone: (757) 213-1403 Email: cgreen@virginiasymphony.org