#9 Composers
--Updated 6/16(Just click on the category you want to view)
- Also see file #2 African, African-American , Jazz #23; For "OPERA" #33
Leroy ANDERSON---J. S. BACH[Activities, Worksheets, Websites]---"Johann S. BACH Becomes a "Bach" (script)
L. von BEETHOVEN [Web sites, Ideas, Fifth, Sextet in Eb(Rondo)-Call Chart, Fantasia 2000]---
L. BERNSTEIN---BIZET
J. BRAHMS [Idea, Variations on Haydn Theme-Call Chart]---B. BRITTEN--John CAGE---F. CHOPIN [Websites, Bio]
A. COPLAND [Bio Workseet, Ideas, Websites]---H. COWELL [Ideas, Banshee Lesson]---P. M. DAVIES--C. DEBUSSY---M. DEFALLA
P. DUKAS[Websites]- -A. DVORAK[Websites]-- -D. ELLINGTON [Website]
M. FISH--S. FOSTER[Websites]-- G. GERSHWIN[Gershwin celebration]
P. GRAINGER----[Website]---[GRIEG: see #46 Peter and the Wolf/Peer Gynt--G. F. HANDEL---F. J. HAYDN
Steve HEITZEG---G. HOLST [Planets Worksheet]---Charles IVES---Scott JOPLIN
D. KABALEVSKY---Karl KING---Zoltan KODALY----Franz LISZT---G. MAHLER---Felix MENDELSSOHN
W. A. MOZART [Web Sites, Ideas, Magic Flute, Recordings, Books, Videos, Twinkle Little Star, Serenata Nocturna]
M. MUSSORGSKY- For "PICTURES AT AN EXHIBITION" see: #25 Listening/Pictures at an Exhibition----PACHELBEL
PROKOFIEV [Websites][See also file #36 Peter and the Wolf/Peer Gynt]----Maurice RAVEL [Website]---RESPIGHI
N. RIMSKY-KORSAKOV---ROSSINI [Videos, William Tell Lesson, Bio Lesson, Rossini's Ghost Worksheet]
[for C. SAINT SAENS-Carnival of the Animals, see #44 Saint Saens
--SD. SCARLATTI [Websites]----SCHOENBERG----F. SCHUBERT [Websites, Theme & Variations Call Chart---G. SCHULLER--R. & C. SCHUMANN
Ruth SEEGER---J. SIBELIUS---J. P. SOUSA[Website]---William STILL---STRAUSS---STRAVINSKY[Firebird]
N. STOOKEY--F. von SUPPE--R. VAUGHN WILLIAMS---G. VERDI---H. VIEUXTEMPS---H. VILLA LOBOS---A. VIVALDI [Websites]
R. WAGNER---A. WEBER---John Williams--
WOMEN COMPOSERS
General Web Sites---General Books
General Videos---Composer Birthdays---
GENERAL CLASSROOM IDEAS (inc. curriculum, games)--Composer Room Rally
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LEROY ANDERSON
10/12 SMARTBOARD: SLEIGH RIDE: I made a SB file to show the form of Anderson's Sleigh Ride. We listen to each section and decide what that section is called. Then I choose someone to touch that snowflake and make the section name appear. Rather simple but it works. Then we do a plate routine thatI modified from Linda Abbott's (?) PPT.Here's the link: http://www.box.com/s/fm6e1s1mb794m69yn1g3---- D. Brian Weese
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10/08 SYNCHOPATED CLOCK: A section - Move thru room showing staccato motions with feet and scarves
B section - Hold scarf in two hands, do sways and some turns
C section - Toss scarf on each triangle roll, then do a wavy turn in place
Back to A
CODA - Toss scarf with both hands, catch with NO hands, somewhere on body. Display the vocab words Staccato, Legato, Triangle and Coda . Discuss before beginning activity. --- Artie Almeida
FORM: There's an INTRO before the A section begins.
A section repeats a couple of times but instead of calling it AA
B higher, slightly altered version of A with different ending of this section
C-BIG LOUD with cymbals
D-quieter, legato-ish
Intro ABACDCBA coda --- Tracy Bulletin Boards for the Music Classroom, www.musicbulletinboards.net
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12/07 CURRICULUM (Sleigh Ride)- See "Music, Noise & Silence" at:
http://www.minnesotaorchestra.org/education/curriculum.cfm
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12/07 I used to do a listening lesson with 1st grade about "music that pretends". I used: L. Anderson's Typewriter (something that is NOT an instrument that is pretending to be an instrument)
L. Anderson's Waltzing Cat (something that IS an instrument--the violin--pretending to be something that is NOT an instrument--a meowing cat)
L. Anderson's Syncopated Clock--the orchestra pretending to be a very mixed-up clock. We used our index fingers ticking back and forth like the pendulum of a clock, in time to the steady beat. Every time the steady beat got "mixed up", I just had them raise their hands quickly and then right back down to finger-tick the beat again, and so on. That was the A section. On the B section we made 2-sided triangles with thumb and index finger, and then did a triangle roll using the other index finger as the triangle beater. We did this at each place where you can hear (I think it is a real triangle in the orchestra) the "alarm clock" ring. Back to the A section and the ticking. At the end where the rhythm really goes haywire, I explained that the clock had been "mixed up" so long it just flew apart! They loved it. This whole thing fit easily in one 30 minute period. -- Louise Eddington, Muncie, Indiana
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12/07 When I did my instruments of the orchestra unit, I did a lesson on "found sounds". We listened to clips of a group called the Boston Typewriter Orchestra. This is a group of 5 guys who play manual typewriters. More info can be found at www.bostontypewriterorchestra.com I borrowed a manual typewriter from an office machine company, showed the students (gr. 3-5) how it worked, then played the clips. Next I tied in Leroy Anderson's The Typewriter and compared the sound of the two different orchestras. The 5th graders were particularly engaged in the entire lesson while the younger kids were more interested in the manual typewriter. -- Cheryl Daidone Music K-5 Fluvanna County, VA
BACK to Composers Topics
*****************************************************************************JOHANN SEBASTIAN BACH
07/13 Posters to download: https://www.box.com/s/9j3z5fajxi8lqbgdulnahttps://www.box.com/s/7enviujbyx5u1i5k2xbv
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10/12 IDEAS: Tell them that Bach fix and tuned organs. Just like modern piano tuners, he tested his work by playing the organ. He composed the “Tocatta and Fugue in D Minor” for that reason. It uses everything the organ has to offer. Listen to it with that in mind and be Impressed. Tone color, pitch, volume, tempoI use it as background music when I read the older kids "Tell Me a Scary Story....but not too Scary" by Carl Reiner. Turn off the lights, use electric candles. Fun, and a good lesson on how music enhances a story. ------Use “Fantasia;”------"Bach's Fight for Freedom (video & audio recording); ---- Found the Toccata and Fugue "Animation Machine" video and also found a super cool video of 2 girls playing 1 huge piano with their feet!-------- I like to have the kids look for music direction, up, down, same... Movement by skip , step, leap etc. the kids really like it!----- I use it as background music when I read the older kids "Tell Me a Scary Story....but not too Scary" by Carl Reiner. Turn off the lights, use electric candles. Fun, and a good lesson on how music enhances a story.
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12/11 BACH LITTLE FUGUE LYRICS - I believe the lyrics were written by June Serne(sp?) and go like this:
I like pop, And pretzels and pumpkin pie. I like pizza, I like popcorn. I like hotdogs, I like burgers, And in general I like junk food.
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06/09 DALLAS SYMPHONY ORCHESTRA (for kids) http://www.dsokids.com/
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06/09 Details of Bach’s children: http://answers.yahoo.com/question/index?qid=20090126192809AAFEAIJ
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06/09 Brief Biography – interesting approach (for kids
http://www.kidzworld.com/article/1736-johann-sebastian-bach-biography
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06/09 See Bach's Leipzig in pictures! (loading may be slow): http://www.baroquemusic.org/bachleipzig.html
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06/09 CLASSICAL ARCHIVES: http://www.classicalarchives.com/bach.html#music
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06/09 J.S. BACH HOME PAGE: http://www.jsbach.org/biography.html (Biography, Portraits, Literature)
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06/09 BIOGRAPHY – includes a map of places he visited and worked: http://www.let.rug.nl/Linguistics/diversen/bach/map.html
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06/09 BIOGRAPHY sections by PLACE: http://www.baroquemusic.org/bqxjsbach.html
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06/09 Biography in brief: http://www.helloteens.hu/hebe/cikk.jsp?cikk_id=54
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06/09 COLORING PAGE: http://www.makingmusicfun.net/htm/f_printit_free_printable_worksheets/bach-coloring-page.htm
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06/09 ENCHANTED LEARNING Biography: http://www.zoomschool.com/music/bios/bach/
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06/09 FIND A GRAVE: Biography, photos of Bach’s grave and the church where he’s buried
http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=4237
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11/08 WORKSHEET AND POWERPOINT: http://www.musicbulletinboards.net/downloadspage.htm
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11/08 TOCCATA AND FUGUE: After an initial listening, show the section from Fantasia
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12/07 BOOK (illustrated): Bach's Goldberg Variations by Anna Harwell Celenza - fictional story of story of Johann Gottlieb Goldberg, an orphan who is one of the composer's students
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12/07 TOCCATA & FUGUE: For my younger grades, I read "A Dark, Dark Tale" while this plays. - Teresa M. Wright
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06/07 MUSETTE: Draw 16 "beat bars" on the board and have them decode the rhythm. (I actually play the melody bit by bit as we go along - I also substitute the 16th/8th in measure 3 to two eighth notes. After they have decoded the whole section I tell them what that rhythm actually is and I'll play it.) We clap and count the rhythm of the A section until secure (several times by themselves, several times with the piano.) Next, I'll introduce the form of the song. (AABA) And we listen to a recording on the harpsichord (Share the Music grade 5).
Then, we talk about arrangements - how musicians can take an old song and change instrumentation, form, etc. to make it sound different. I'll play the percussion version of Musette from the same CD and then play a recording of Bobby McFerrin and Yo-Yo Ma. (The kids LOVE this version!)
Musette Augmented! Since I don't do 16ths with younger kids, I've created an "augmented" version of the song for Boomwhackers! (du, rest, du-de du-de du, rest, du-de du-de instead of du, du-ta-de-ta, du, du-ta-de-ta). We start the activity by counting and clapping the rhythm, then we play it on the Boomwhackers (G, rest, FEDC G, rest FEDC, etc.) After students have fun playing the melody we listen to the recordings and review our information about Bach.
Brandenburg Concerto #6 This is a fun tennis ball bouncing activity! I tried writing out the exact form of the song but it was more fun just to teach the kids 3-4 ways of keeping the steady beat and calling out each change whenever the music felt like a new section. The main thing is that students hear an 8 beat phrase.
A section: 1/2 the class bouce and catch on beats 1,2, 5&6; the other 1/2 bounce and catch on 3,4, 7&8 (repeat 4 times at the beginning of the song) B section: toss the tennis ball up in the air on beat 4 and 8 C section: bounce the tennis ball together on beat 8 "holding pattern" - gently rock the tennis ball between hands to the steady beat. I'll use this pattern during the middle of the song when the 8 beat phrases get kind of muddy. You have to take a lot of time to prepare the kids if you don't use tennis balls very often! I found that just practicing the A section with clapping worked the best. We did a lot of beat drilling to make sure we could stay together on the beat and not speed up. Then, we practiced bouncing and catching for a while to get used to my floor and the physics of the ball bouncing on the beat. I only play the first 2 1/2 minutes of the song with this activity. -- RaeAnna Goss
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01/07 I've shown them a DVD of a real performance of the work, Bach's Greatest Organ Works, Vol. 1, Hans-Andre Stamm, organist, playing an old, German organ that Bach himself may have played. The kids have been truly mesmerized by the performance. It's a good DVD. - Barbara Lee
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As you know, JS Bach was a fabulous organist and he was also quite the organ repair guy. Probably with 21 kids he need to pick up some extra kroner or whatever. Anyway, he developed the well-known Toccata and Fugue in D Moll as a way to TEST all the stops and pipes and diapasons and registers and all the stuff I don't know about. He has passages that test the full capacity of the organ's volume.... to test the articulation of the tiny little reeds.... to evaluate the pedals .. to listen to the various stops, etc. When he was finished with his repairs, rebuilds, etc., he could play that piece and determine if everything was right. Or not. Listen to it once with that in mind. It's amazing. -- Martha in Tallahassee
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WORKSHEET: MR. BACH COMES TO CALL (Along with his Boys’ Choir and an orchestra!)
1. Orchestral Suite #3: What instrument family do you hear?
(Underline one: Woodwinds Brass Strings Percussion)
2. Menuet in G: a. What instrument is playing now?
b. What did Bach think of the modern piano?
(Underline one: DID or DID NOT like the sound?)
3. Gigue in G (from the French Suite V)
4. Jesu Joy of Man’s Desiring: Circle at least 2 instruments families you can hear in this music
-----------------------------------------Piano Percussion Trumpet Strings Harp Harpsichord
5. Who put Bach in jail? (Underline one: King Count Duke)
6. Chromatic Fantasy – Prelude in B: a. What instrument plays this music? ____________________________.
Why was Bach released from jail? (Underline one below)
He bribed the guards ----- A prince hired him ----- He wrote music for the inmates
7. Organ Chorale Prelude “Allein Gott”
8. Brandenburg Concerto #5 III
9. What did Bach and Prince Leopold do together?______________________________
10. Bach walked ___________ miles to study the organ with the famous organist, Buxtehude.
11. Flute Sonata in C iii
12. Organ: “Es ist Das Hell”
13. Orchestra Suite #2 VI Menuet
14. Violin Sonata
15. How did Bach “play” with his children? (Underline one)
(taught them chess --- played “Game Boy” with them --- played music together)
16. Bach said, “The thing about music is, you have to make it a ______________.”
(Underline one) TRUE or FALSE Several children of Bach became composers.
(side two of cassette)
17. Who is singing “Bist Du Bei Mir” (Underline one) BASS VOICE or SOPRANO VOICE
18. In the town of Leipzig, Germany, Bach wrote a new one of these every week!
(Underline one) SYMPHONY ORCHESTRAL SUITE CANTATA
19. Orchestral Suite #2 VI
BACH’S CHILDHOOD
20. Bach attended a special school for boys. He stayed after his voice broke (changed) because he could play the
(Underline one) flute violin cello harpsichord drum
21. When Bach’s parents died, Bach went to live with his: (Underline one)
Uncle Brother Sister Friend of father
22. TRUE or FALSE Bach was the only musician in his family.
FAMILY PICNIC
23. What did people do at these family picnics?_____________________________
24. What did Bach do to the melody, “Pop Goes the Weasel” ? Did he turn the melody:
(Underline one:) backwards ---- upside down ---- upside down and backwards?
(TEACHERS: Here include a graphic of the melody and the same in retrograde)
Pop Goes the Weasel (First you see the melody, then the changes Bach made) (Melody appears then in retrograde.)
25. A “Fugue” has: (Underline one) ONE or MORE THAN ONE melody.
26. Goldberg Variations – Aria (Harpsichord)
ART OF THE FUGUE
(TEACHERS: Here include a graphic on staff of the following with lines under notes for students to write the letter names - Appearing on a staff: Bb, A, C, B natural)
27. Write the letter name of each note UNDER THE NOTE ON THE STAFF change the B to an H. (Remember: in German, a B (natural) is written as an “H”) What does it spell?
28. Bach wrote a composition based on this motif (short melody).
29. Bach said, “All my music I wrote for ______________.”
30. (Underline one): TRUE or FALSE: Bach was very popular right after he died.
31. Organ: “Liebster Jesu”
32. Flute Sonata in C# IV
33. “We Hasten” from Cantata #78
(NOTE: If you want this document, just email Sandy Toms at: [email protected])
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01/04 "BACH'S FIGHT FOR FREEDOM" Worksheet:
1. Quote. "Life isn't about what _______________ _______________. We are using the Toccata in D minor as our major listening selection. I have picked up on the lower pedal parts. There are not many times when the pedals are played with many notes for a long period of time. There also are 4 times when the pedals play 4 notes going down the scale. I've taught the kids a bit about the organ - specifically about the manuals and the foot pedals. Having taken organ lesson, I know a little bit about playing the foot pedals and have shown the children how to play the 4 note pattern with toe-heel-toe-heel. We also play the other pedal sections with our feet on our imaginary pedal manuals. What I really love is showing the children how important it is to not only listen to the melody of the pieces they hear, but also the harmony. Some of the children now sing the pedal notes when they occur in the song! The hardest part for me has been to play my pedal part backwards so that when they imitate me, they are playing in the right direction!
WEBSITES
Portraits: see how artists drew and painted pictures of him: (8 renderings)
Johann Sebastian Bach 1685 - 1750 In Bach's free time at night, he would sit in his armchair, smoking his pipe and drinking a beer, with a baby Bach on his lap while his wife and children played and sang. Bach loved food and coffee. He once wrote a whole cantata about coffee. Among his most prized possessions were two silver coffeepots. Later in life, Bach went blind, probably from copying his own music in poor light for so many years. He died of a stroke at age sixty-five.
Here are questions to accompany "Bach's Fight for Freedom:"
1.Frederic wants to be something when he grows up. What is it?
Mr./Miss Meyer: The year 1695 was a very sad one for nine-year old Sebastian Bach. After a carefree childhood as the youngest member of a large, musical family, he suddenly found himself all alone. Sebastian’s Mother died in May, and only nine months later in February, his Father died suddenly - on the day of his 50th birthday. Part Two 1695 - 1699 Mr./Miss Hollenberg: Sebastian had no problem adjusting to life with Christoph and his family. He sang in the church choir, played the violin in the town orchestra, and did well in his studies at the Lyceum School in Ohrdruf. Christoph took over for their Father with Sebastian’s music lessons and gave him a strong foundation in keyboard playing. Part Three 1703 – 1707 Mr./Miss Meyer: Now that Sebastian had earned his ‘school-leaving certificate,’ he was able to concentrate on making a living as an organist, teacher and composer. He held jobs in several German cities as his fame began to spread throughout the country. He had worked hard and was considered to be a ‘virtuoso’ organist. Mr./Miss Hoffman: Sebastian did indeed undertake the 200-mile journey on foot, and he was richly rewarded for his efforts. He heard the great Buxtehude and learned much from him about composition and organ playing. Part Four From 1707 Mr./Miss Becker: In the year 1707, when Sebastian was 22 years old, he married a second cousin by the name of Maria Barbara Bach. They had a happy life together for 13 years, bringing seven children into the world. Sadly, Maria Barbara died quite suddenly in 1720, and a heartbroken Bach was alone with his children.
11/13 The NINTH on THERAMINS http://io9.com/throng-of-theremin-players-performs-beethovens-ninth-s-953727391
Play about 2 minutes from each movement of the 6th. I would list the 5 sections on the board. (Play each excerp out of order). Have them figure out which movement came when based on what they hear, then give them all blank paper and have them draw their favorite "scene"- sort of a filler
I made the Beethoven Prezi. The videos are from YouTube. The Sid Ceaser one is embedded, the others are linked. It's just the way it worked best when I created it. I use it each year. I have it set so that you can download it. I have one other that is public and that is An Old Irish Blessing.
7/01 MIDIS of Beethoven's works, chat club, detailed articles: 7/01 Great Pictures!!(Click on Picture Gallery): http://www.edepot.com/beethoven.html
04/05 Information, timeline, biography, pictures, midi: Symphony #1 C major Opus 21, 36 page guide (.pdf) These are just some basic questions to keep the students focused during the movie. I like to discuss everything to after we've watched it, also. Contributed by Carolyn in PA Here it tells that Ludwig was her third child out of 8. The urban legend said he was her ninth child. Hardly true.
Theme II
Theme III
Correction?: "This is a major third; this is a minor third"
BEETHOVEN LIVES UPSTAIRS
And then, there's "Beethoven Lives Upstairs"....... I used this as a wrap up to my unit on Beethoven with my seventh and eighth graders. It took three class periods to show it, but the students loved every minute of it. It was well worth my investment.
"Beethoven Lives Upstairs" from the HBO Composer Series is a marvelous Beethoven teaching tool. I even use it for my second grade students in the second half of the year. They already relate to Beethoven as a dog anyway, they recognize the fifth theme, and we take it from there!
And then, there's "Beethoven Lives Upstairs"....... I used this as a wrap up to my unit on Beethoven with my seventh and eighth graders. It took three class periods to show it, but the students loved every minute of it. It was well worth my investment.
My students think the movie, "Beethoven Lives Upstairs" is the coolest! I show it to 5th graders after we study the 9th symphony. I use the series, SHARE THE MUSIC and its one of the lessons. They also think its pretty cool that I can play "Fur Elise" and the first movement of "The Moonlight Sonata" on the piano from memory. They love to sing the "Joyful Joyful" song, and we also learn to play it on recorder. But I must say their all time fave is the obvious theme from the 5th Symphony.
I use the teacher's guide that came with it years ago....it goes along scene-by-scene and has some great ideas to accompany the tape. I use the tape first, then we watch the movie. It's published by Classical Kids
134 Howland Ave. Toronto, Ontario, Canada M5R 3B5
5/01 Beethoven Lives Upstairs
My 6th graders love this movie! Afterwards they do simple projects that I
pulled form the old teachers edition that came with the CD. Here are the
projects:
Project #1 Listen to slower Beethoven piece and create a poem/story about
what you hear
Ask the children what the music sounded like. A surprising number of kids will be able to hum the melody. Stress that the man lived a long time before the dog. Share his birth date and calculate how long ago that was. At that point, play a recording of it. Chart the melody on the board as a line going up and down. Ask if it is smooth or bouncy. Ask what feelings they have when listening to this music (exciting, fast, jumping feeling, etc.). Try playing samples of other works by Beethoven. Fur Elise and Moonlight Sonata work well to discuss mood and feelings. Play a variety of recordings so the children can hear and identify different instruments used. On another day we repeat Moonlight Sonata and draw "feeling" pictures. I use large sheets of black or dark blue paper, about 3x3'. We divide the class into groups of about 4 or 5 and let them draw a moonlight picture using colored chalk. Show how you can smooth out the chalk by lightly wiping over it with a tissue. We usually discuss having just one moon, some stars, etc. I try not to give them too much detail and let their imaginations take over. (Once I was surprised with a great solar system, complete with rockets.)
After instructions are given, play the recording softly in the background while they work. I put on the CD and let it repeat several times. Have the children discuss their ideas within their own small groups and PLAN first what they will draw. If each child is in charge of one section or side of the paper, there will be fewer disagreements. Since the chalk
smears, I spray the finished papers with clear acrylic or hairspray. We then post the finished masterpieces in the hallway. Of course this activity can be adapted for any composition. For variation, use colored dry erase markers on a white board, or colored chalk on a chalkboard.
Unlike Mozart, Beethoven had to work hard for his music. Beethoven's father, an alcoholic, dreamed that Beethoven would support the family by giving concerts and forced Ludwig to practice way in to the night.. It is said that he boxed young Beethoven's ears and that this might have been the cause of his later deafness.
Beethoven was strong willed and therefore found it necessary to support himself by giving piano concerts (he was a virtuoso pianist) and by composing for many different benefactors. This gave him mobility and an ability to continue composing what he felt inspired to write, rather than writing only what was requested by an employer.
Beethoven's free spirit and strong will fit the times in which he lived. Schiller wrote the "Ode to Joy" about the brotherhood of men and it was a time of revolution (the English colonies declared their independence of England, etc.)
Even in death his personality was strong as he sat upright in his bed during a particularly loud thunderclap during a thunderstorm and raised his fist to the heavens. It was in this last act of defiance that he fell back in death.
I usually present it in a dramatic way and the children (4th grade through middle school) identify with him more after this. I have later found that several children took their hymnals home and taught themselves "Joyful, Joyful" (a hymn using the main theme of the "Ode to Joy" as
it's melody)
Another thing I have done with middle school in teaching about the composers is have a group of children give a little presentation (five minutes or so) about a composer (I assign a different composer to each group of four or five children). I allow them to choose the format. I make material about the composer available in the school library and give the children leads on internet sites. They can give an oral report, or an oral report with a short playette they can present, or a short oral report with musical examples of the composer's work. I feel that in this way, the children get a little more out of the presenting and the presentation.
When I do a Beethoven unit, I be sure to play the classical version of his 5th Symphony as well as the disco version of it called A Fifth Of Beethoven on the Saturday Night Fever sountrack by the Bee=Gees. Then we talk about the different types of music and they have to raise their hand when their here the famous motive.
For example: Beethoven's Fifth
" This is the Fifth. Beethoven's Fifth.
This is not One, this is not Two, this is not Three,
No this is Beethoven's most famous symphony.
It's number five and, man alive, it's "V" for victory!! (it really gets
going after this and the kids love it)
Instrument families (abbreviations): Strings (S), Woodwinds (W), Brass (B), Percussion (P)
Duple meter refers to accents every 2 or 4 beats
a. A-----1. What instrument plays the melody? French Horn ( Brass)
b. B-----2. (Underline one:) Major or minor key? Duple or Triple meter?
I've used the Beethoven's 5th segment. 1st we talked about abstract expressionism (it's in the video pamphlet) looked at a few examples of abstract expressionism and then watched the segment; thinking about sound vs. silence and color vs. shadow. Then I put on Beethoven's 5th and they got to create their own masterpieces - which I then made a bulletin board out of (Abstract Expressionism - this is what it looks like... what do you think it would sound like?). The plan is to next have them experiment with abstract expressionism with classroom instruments - sound vs. silence; use of instrumental color, etc. I'm experimenting with 2nd and 3rd graders and one 5th grade class. I've noticed that the 5th graders have a hard time creating a work with "no recognizable objects". They just scribble and it's hard for them to be creative. The 2nd graders were extremely creative and I was really impressed with what they came up with.
Up until Bizet wrote 'Carmen,' opera (similar to a musical) was done entirely in song. (There were no speaking parts.) -Carmen has both songs and speaking parts. In one part of the opera, "Carmen," a lady dances on the table!" This was very shocking for people at that time! The music is very lively and the story is more like real life than any other opera that had been written up to that time.
Most operas by other composers before this were about imaginary characters (fairy tales and such) or very serious drama (sad stuff!) "Carmen" has comedy, fun and drama. At first "Carmen" was not well accepted and Mr. Bizet was very sad about that. He died a few days after it was first performed and never knew how well people grew to love the music and the story of 'Carmen.'
Bizet's only surviving symphony, written in 1855, was rediscovered and first performed in 1935.
Listening: Les Toreadors from Carmen
Additional Recommended listening:
http://www.essentialsofmusic.com/composer/bizet.html can hear 2 examples of music:
Hungarian Dance #5/BRAHMS (Parachute Routine – CHEATSHEET) Internet Public Library: http://www.ipl.org/exhibit/mushist/rom/brahms.htm
POWERPOINTS: http://www.pppst.com/index.html VARIATIONS ON A THEME BY HAYDN
Brahms: Variations on a Theme by Haydn call chart by Sandy Toms
(Theme and Variations)
A Portrait of Chopin (Brief Bio): http://www.uen.org/Lessonplan/preview?LPid=1721 ~ Prep activity: read Robbins' book while listening to Autumn. Choose students to identify the leaves in the book by choosing the same leaf from your pile. ONE RULE: LEAVES DON'T TALK! If you talk, the magic wand will tap you "out" of the game and you must sit.
Chopin's principal works (according to Grout) are: 2 concertos, 3 sonatas, 19 nocturnes, numerous waltzes, mazurkas, polonaises, a Barcarole in F#, a Berceuse in Db and a Fantasia in F minor.
Grade K-8 A Study on AaronCopland - 20 Lessons
Story of Rodeo: https://en.wikipedia.org/wiki/Rodeo_%28ballet%29
STORY OF RODEO
She tries to show off her riding skills on her horse for the boys but they ignore her. When they leave, she begins to cry. She later notices that the boys pay attention to other girls in dresses. She leaves but returns in the evening for the hoedown, transformed in a new dress. All the boys pay attention to her but she chooses to dance with the 'roper.' (The cowboy with the lasso)
Then, I read them Copland's bio from MK8 1/4. I tell them, their job is to write down 1 fact on their scrap of paper that they think no one else will write down. If they do this...they get a treat, in my room it is a jelly bean. So...they listen really carefully and try to fake each other out by pretending to write. (I'm amazed at what they will do for 1 jelly bean!)
After this, we watch the "Hoedown" excerpt from my all-time favorite video from Readers Digest...I've talked it up before on this list...America the Beautiful ~ A Musical Portrait of America. They just sit mesmerized as the cowboys ride the broncs and rope the calves and get thrown from the bulls etc. The music portraits the flavor of a rodeo so perfectly.
We end the class by discussing just that! How did he do it? How did he make this music sound like a rodeo? We discuss the violin being played like a fiddle and the wood blocks or claves that sound like horses hoofs and the xylophone we think we hear in the background...but we're not sure. They are very into by this point!
The coolest thing this year...I have an aide come every 6th grade class to help an autistic girl... and she is a dancer that has danced this ballet! Wow! She said it was just so awesome to perform!
We will do similar things with Copland's composition, "Appalachian Spring," which is also included on the video. We will sing "Simple Gifts," learn about the Shakers and watch an excerpt of "The Lord of the Dance - Riverdance," which is also based on this tune. When we are done, they really know this composer and love his music. That's the best part!
~Lincoln's Portrait: listen to. Map out a musical portrait of either a famous person or someone in this room. Which songs will you use? How will they be played, in what order? Don't forget narration to tie the sections together. You'll need to do some investigating, interview the person, research the person's life... Draw a large portrait frame on paper and inside
write your plan for your musical portrait. Remember to write the narration between songs using quotation marks.
~The Red Pony: 4th and up could watch the movie (clips or entirety) and discuss the score.
(Note on "Fanfare": I find the gong hard for kids to hear...
all the better!!!
try making a gongish motion (teacher not kids) as they focus listening only for the
gong.
watch their faces as they concentrate.)
Music Memory has a great listening map for this selection...one of my favorite
pieces, anyway!
When I used to do this in Public school, I would read the poem and made sure to tell the kids it wasn't real so that they wouldn't be scared :) We then listened to the Banshee and would tell them to see if they could figure out what the instrument was the composer used to make the sound. Most came up with violins, bass, guitar, harp..........for the sound of the banshee, some even said a piano for when you can hear the keys striking but few said the piano for the strings. I then turned my piano around with the front panel off and showed them the inside of the piano. Some had seen a grand but many had not and it was always cool. I seem to remember having old old guitars, and some autoharps and of course the piano. I let the kids travel to the stations and they made banshee sounds using the strings. ---- Pam Hall
I've used Henry Cowell's "Banshee". I do a little background on him, the Banshee and his prepared pianoand explain to the children what was used to create the sounds. Then I shut off the lights (not completely). Do it as a SQUILT, let them imagine their own mystery and write about it. c.
Why not have them brainstorm the source of the sounds - piano - and how the sounds might be produced. (This will require some background on instruments and sound production)I do this with 7th graders and there are students who describe the sounds as "like scraping the strings of a guitar" and "plucking the strings". So they demonstrate their idea (and any others) to test their theories. The guitar idea is "close but not quite." So we think of other chordophones that might work. The piano????We end up trying the Banshee ourselves. Great fun and learning.
After listening to Banshee, we determine/discuss that it';s all done onpiano!!We close the cover on the piano keys, take off the piece above the pedalsand sometimes take off the front(like the tuner does - you'll need anAllen wrench from your custodian maybe.) Can be done beforehand, but the OOHS/AAHS when you lay on the floor and take the piano apart are fun! Then we explore new ways to make sounds (Orff timpani mallets are cool, asare hands, palms, scraping with coins/paper clips, ect. etc.) Include a short reminder that we wouldn't want to do anything to damage the piano.>From that, we discuss how contemp. composers sometimes have to invent newsymbols to show their music. After deciding about 4 new ways to play, we begin composing. Each section of the song includes the symbol telling ushow to play the piano and includes whether the sust. pedal should be up or down. A number of seconds is also determined for each section to last. Then we perform the created piece. You need one kid to be the timer for each section, signaling kids to move (sort of a conductor.)This is a bit of a far out lesson, but worth it, I think. The kids really LOVE it. Several years ago, I decided I was sorely lacking on teaching contemp music. So now, at least we explore a bit in gr. 3.If you need more info on this lesson, just contact me privately on email. Dan [email protected]
Kagan Cards (Cooperative Learning - Listening) They are from Kagan Cooperative Learning. $5.00 for the set - I believethere are 10 sets of cards, 16 cards in a set. They come on sheets whichyou cut (then I had them laminated). There is a website and a catalogavailable. Phone # 1.800.WEE CO-OP.http://www.kaganonline.com/index.html
After listening to the recording of the piece, we take apart the piano and experiment with making sounds on the strings. Then we chose 4 or 5 of those ways of making "new" music and create a new way of notating it. Then we start composing, putting the symbol for what we're going to do in something that sort of looks like a measure. We also decide if the sustaining pedal is going to be up or down. Sometimes, we have two "new" sounds happening in the same "measure". To address the concept of beat or time, we write how many seconds each "measure" should be. When you perform it, one job is just being the time keeper and directing traffic among the performers. Then we give out the jobs/performance responsibilities and PERFORM IT! The kids love this activity.....and talk about it for years.
Open classroom piano to expose the harp, and demonstrate some techniques: rubbing horiz., fingernail scraping vertic., plucking, patting with palm, etc. Demo. the sustain pedal.
We just listened to the Banshee in grade 7!!!! The music makes a neat fitas we study timbre and classify instruments three different ways.1. By the way sound is produced - some elastic material, wind column orelectricity2. As a species or phone - aero-, chordo-, idio- membrano-, electro- phones and by3. families - violin, guitar, lute, zither, harp and lyre;reeds (single, double, free); flutes and pipes; percussion; and brass (tubes)For the Banshee, the piano produces its sound from an elastic material -strings; so it is classified as a chordophone and belongs to the zitherfamily. It really makes them THINK and you know how some of them feel about THINKING.For the listening lesson I use the "music appreciation cards" from Kagan. I've chosen 11 cards of the 16 cards and then let each team choose fourcards and answer the questions on these cards. Everyone is required toanswer #1 - What instruments do you hear?Some of the other Qs are: If this music had a flavor, how would it taste? What season does this music best represent? How do you think the composer was feeling when he/she wrote this music?I have the lid from the piano removed and we experiment recreating the Banshee. The most interested students are the males, of course!! While thelid is off I prepare the piano using the keys for Chariots of Fire, which they can play, and let the students try out the new sounds. The boys again show the most interest. One day several of us males were sitting on the floor building Mbiras(during activity period) when a girl asked us why were wanted to do what wewere doing.One boy responded, "It's a guy thing."
GRADE: k/1st
MATERIALS: bk., recording of The Banshee by Henry Cowell, stereo, piano that opens to expose strings, opt. 3-5 plectrums: guitar picks, keys, wood dowel, paper card folded, etc... (different sounding ones).
PROCEDURES:
Play the Banshee as they enter. After, ask for feedback re. feelings evoked and/or what they think it's about. Listen again while reading The Banshee. (Sometimes I play it first to see if they can guess the single instr. being played) Tell about Henry Cowell and how he experimented with the piano's harp to make the sounds. Open classroom piano to expose the harp, and demonstrate some techniques: rubbing horiz., fingernail scraping vertic., plucking, patting with palm, etc. Demo. the sustain pedal.
Divide into teams of 3-4 (5 max if they're tiny people). Each team gets a chance to make some Banshee music while the rest listen. Turns are finished when they hear the aud. clapping (Teacher can initiate applause to end the turns). When they hear clapping, stand and take a team-bow. (I have difficulty opening my piano (it's ancient and some of the hardware is broken). I use an autoharp instead.)
06/09 Many nice pictures, photos of Debussy: http://www.picsearch.com/pictures/music/classical/romantic%20era/claude%20debussy.html
6/01 Some Impressionist paintings to see !! (Text too sophisticated but pictures are great examples), discussino of works Impressionists Influence on Debussy: http://www2.tcd.ie/Music/JF%20History/debussy.html
The next class meeting, we listen to the flip side of the record, which is the orchestra piece itself, but the kids hold up call cards for 1. River Rhine music 2. Spooky castle music 3. Apprentice's mischievous music 4. Magic words (I) start the broom 5. Broom's music 6. Swirling, pouring water 7. Rising water 8. Magic words (II) (fails) 9. Hack, chop, whack 10. Many brooms 11. "Help, help, help" (3 falling notes on French horn) 12. Magic words (III) - sorcerer 13. Return to quiet River music 14. Broom smacks apprentice four times. I expect complete silence from card holders and watchers, and I "conduct" them from the back of the room, cuing, etc. This year I started doing it with a lighted magic wand. Big hit, great lesson.The third class meeting we watch the "Fantasia" segment. 1. River Rhine music The cards only have words, but I printed the words in vivid colors, wiggly, bold, etc. I expect complete silence from card holders and watchers, and I "conduct" them from the back of the room, cuing, etc. This year I started doing it with a lighted magic wand. If I were going to try to have a card for each child, I would probably duplicate some of the cards above, to demonstrate that the musical theme recurs, later in the card order. Problems with that, for me, are twofold. First, I like the idea that the card holders have to watch me for their cue when their themes recur. Also, the more kids who hold cards, the more wiggliness. The kids who don't have cards may be a little disappointed, but they've learned to deal by the third grade with the fact that not everybody does everything every time.Hope this clarifies anything you needed. The kids do really get a kick out of watching me conduct, as I try to be as expressive as I can be, while cuing and demonstrating the beat and style through traditional conducting Contributed by Tess
Read the POEM that inspired "SORCERER'S APPRENTICE"
Radio Prague notes: http://www.radio.cz/en/article/36684
07/15 MORE LESSONS: http://www.pbs.org/jazz//kids/lesson/
07/15 LESSON - 4TH GRADE: http://maap.columbia.edu/lesson/23.html
07/15 LESSON - UPPER ELEM./JR. HIGH: http://funmusicco.com/jazz-lesson-duke-ellington/
Cotton Club: http://www.streetswing.com/histclub/a2cotclb1.htm
Colorful 1930's posters for Cotton Club (advertising Ellington, etc.,):
12/07 BOOK(illustrated): Gershwin's Rhapsody in Blue W /CD by Anna Harwell Celenza Name:________________ Class:________________ George Gershwin Information Directions: Read the material provided for you about Gershwin. Then read each statement on this page. For each statement, you are to write a QUESTION that the statement answers. A person who plays songs so composers and publishers can hear what the songs sound like. KEY 1. What is a song plugger?
George Gershwin Information
George Gershwin Information
2. This is the name of George Gershwin's brother who wrote words for his
songs.
3. 39.
5. The name of Gershwin's first big hit song.
What is Rhapsody in Blue?
8. Hambitzer and Kilenyi.
9. The names of 2 other Gershwin songs.
10. On July 20, 1925, Gershwin was the first American composer to do this.
11. He eats this every night before going to bed.
12. September 26, 1898.
13. The first musical to win a Pulitzer Prize.
14. The name of Gershwin's opera that he composed.
15. Jacob Gershowitz.
16. The name of his brief operetta.
17. This is how George Gershwin died.
18. July 11, 1937.
19. The movie that uses Gershwin's music as part of it's story.
20. 25-30 different apartments.
21. Mr. Words.
22. Mr. Music.
23. What is mom wanted him to be.
24. How old he was when he became rich and famous.
25. This is the kind of car he drove.
"Our school had a "100th Birthday Bash" for George Gershwin on September 25th. (His 100th was on Saturday, the 26th.) The cafeteria staff had cake squares as part of the lunch that day. We had a student assembly in the gym. "The assembly culminated a month of Gershwin activities in music classes, grade K-5. All the students learned to sing 'Fascinating Rhythm' and 'Bidin' My Time' and also 'The Ballad of the Boll Weevil' (A Georgian folk song of the early 20th century) and 'Georgia On My Mind' (our state song). We have a musically talented faculty. Two teachers performed a Gershwin piano duet. One teacher performed 'Rialto Rolls' on the piano. Another teacher performed Gershwin's Prelude #2 on saxophone with piano acc. I sang two Gershwin selections. The students sang the selections listed above. The folk song was acc on elec keyboard/percussion, banjo, and three guitars. Throughout the year the students have made comments about Gershwin, too. Copland's 100th is in the year 2000 which I'll start preparing for next year. My primary classes liked my George Gershwin puppet that I had made. I have a small player piano which I used to explain to the classes about how George worked at a company that made the 'piano rolls.'"
I thought I'd share my next Wed's plan to incorporate my 6-8th graders first actual SQUILT experience with a "Theme to Remember" for anyone who might be interested... As the students enter, I'll have playing on the cd Handel's Water Music--Alla Hornpipe. On the board will be written (thanks to Bruce S)"NOW PLAYING"followed by the title & composer. I'll allow the kids a few minutes to "talk" before I officially give the Q sign to start class. Then, bang! I'll pass out paper and ask them to describe in writing what they just heard. Now, I'm expecting a reaction like "But I didn't pay attention," or "I wasn't really listening Mrs. Taylor," or something of this sort which will lead into a discussion of Casual levels of listening w questions like "What were you doing while the music was playing?" "When else do you listen like this?" etc. Then I'll tell them that this year, I'm going to help them listen on a deeper level beginning with an intro to a more concentrated level of listening. Next, I will intro the theme to the Alla Hornpipe by playing it on the piano. I'll have the kids sing it on "la", clap it, pat it, whatever until they get it securely. Then, I'll play the cd selection again asking the kids to change their position everytime they hear any occurance of this theme or part of it. So, if they're sitting, they'll stand at the first occurance, sit at the 2nd, etc. Then, I'll play it again and simply ask them to count how many times they hear the theme. Next, I'll ask them to suggest various words to describe moods (happy, sad, festive, angry, joyous, etc.) and list these on the board. I'll then ask them to describe this piece's general mood choosing words from the list. From here I'll give them a quick rundown on Handel and how he came to write his Water Music, as well as define "hornpipe". Ok, at this point I'll teach the "Theme to Remember" words for the entire piece. Now, to prepare them for listening at an even deeper concentrated level for instrumentation, I'm going to refresh the 4 families of orchestral instruments by playing the "4 corners game" (designate each corner of the room as an instr. family and label: strings, brass, etc.). Choose someone to be It and sit with eyes covered in center of room. Play the Hornpipe theme to Remember lyric track while students move to any corner they wish. Stop music, It, still w eyes covered, calls out a family, say "strings." All who are in the "strings" corner must sit down. A new It is chosen and play continues until all or nearlyall are seated). After this, I'll play the actual Hornpipe selection 1 last time and ask the kids to list any instruments they hear predominantly. If time permits, we'll compare lists. Finally, we'll dismiss w one more singing of theTheme to remember. That's it in a nutshell. If they don't have that theme in their heads when they leave, then we're looking at brain decay!
*****************************************************************************
WEBSITES
6/01 Midi file, Interactive puzzle(Jigsaw of planets)!
IDEAS
02/05 I had the students listen to Mars and Venus without telling them the titles, and had them try to come up with subject matter that would go with the titles. After that< I told them what the music was called, and after they had heard each peace I had them choose one and create art work based on it. I got some GREAT pieces of art!!! Jane Rivera I wrote on sentence strips: With most classes I didn't have time to do much more than get them to figure out the rhythms, do a little body percussion. Today I had a class with a little more time and we said the planets as a chant, but realized it needed a last line - so I wrote "These are all of the planets." We said the entire thing, and one girl yelled "Yo!" at the end - and it was a big hit. You know, 'cause it rhymes with Pluto and all... Ives hung out with a lot of Transcendentalists, like Bronson Alcott (Louisa May's daddy) and others. This piece really shows it. It's long but very accessible. I created an Orff arrangement by assigning all the glocks to the flute parts, a wood block asks "who are you" and a triangle asks "why are you here", followed by a very soft gong sound. Underneath it all - the eternity - is the bar choir minus glocks. They use the double mallet on one bar technique and just vibrate the whole time, occasionally changing bars on their own and sometimes all together on my direction. Any bar instrument that can be played with that technique is used. Basically, they all improvise their parts and I just indicate where we are and cue them for entrances and dynamics. It's really very cool. With time and [a lot of] scarves, this could be a VERY cool movement piece. I also like his piece called "The Lake" which is a very still lake, shimmering. Effective piece -- Martha in Tallahassee
08/04 Book: “What Charlie Heard” hardback + CD 12.95 “How a little boy who loved everyday sounds from train whistles to thunder,… turned what others called noise into great American symphonies I tell them that Ives must not have been happy with just one introduction because right when you think it's time to start the theme, he plays another introduction. They count the number of times the music sounds like the theme is about to be played. I can't remember just how many times the intro stops but I think it's 3 or 4. Then we sing the theme with the organ. On the listening chart, I have characterized each variation. There's one that sounds like circus music and one that sounds like a Spanish dance, etc. My children really like this piece and ask to hear it again and again. They like to try singing along on the variations without getting the pitches messed up.---- If you teach them the syn-co-papattern,then it's actually pretty easy forthem to follow the rhythm of a piece in notation. Write it out without thepitches and pass out the papers; say it through for practice and then letthem follow along with the piece. Find a slower rag for this. Well, allrags are supposed to be slow, not that they're authentically playednowdays...... I've had real good success doing this as low as thirdgrade. And they think they are such hot stuff when they're done! --- Martha Stanley Procedures: MAPLE SYRUP:
6/01 Suggestion for Treehttp://home.no.net/wagner/quotes.htmlmonisha lesson: http://www.i5ive.com/discussion.cfm/music_education/15500/95286
6/01 Scott Joplin's Treemonisha http://www.webcom.com/jeff/Joplin_Archive/tree.html
12/07 Pianos are stronger these days because Liszt kept trashing them. Liszt used to go through 3 or more pianos per concert! Women screamed and fainted! He was the first stage superstar (and yet, he wanted to be a priest!) 2) compare Liszt to whoever is hot at the time, like Justin Timberlake or Britney Spears. Both were chased by fans, both were hounded for souvenirs (autographs, locks of hair) both were performers of music young people liked better than their parents did. And don't forget the great story about Liszt and the hair snippers. Young girls used to come up behind him while he ate and snip a lock of his hair. He decided it would be better to sell his hair than to be subject to these sneak attacks, so he did. But it wasn't his hair . . . it was his dog's!
12/07 Brief Biography (kid oriented) http://www.humanitiesweb.org/human.php?s=c&p=a&a=i&ID=737
Biography, photo of his studio: http://www.felixmendelssohn.com/felix_mendelssohn_bio_001.htm
Biography, midis of Midsummer, Violin Concerto in E minor, Italian Symphony:
**Many portraits, Midi files, Biography
http://www.bach-cantatas.com/Lib/Mendelssohn-Felix.htm
Midi files, Biography, Timeline
http://www.classicalarchives.com/mendelssohn.html
Photo of Studio, Grave, Music Room http://www.classiccat.net/mendelssohnbartholdy_f/biography.htm
Fanny Mendelssohn (his sister) Midi files, portrait
http://www.ambache.co.uk/wMendelssohn.htm
LESSON: http://www.rpo.org/UserFiles/File/PDF/intermediate_05_06/Mahler.pdf
Biography: http://www.lessontutor.com/bf_mahler.html
06/09 ARTICLE: http://www.recess.ufl.edu/transcripts/2003/0127.shtml
SOFTWARE: http://www.kidsmozart.com/
FREE ONLINE LISTENING KIT (.pdf) http://www.artsalive.ca/en/mus/musicresources/teachers.html
This site offers detailed information on the Requiem.
Wolfgang Amadeus Mozart (1756-1791) 1756 - Born in Salzburg Austria on January 27th 1. Listen to the (Magic Flute)overture and discuss -- Opening chords: Ask the class to think of two or three adjectivesthat describe the emotion that is expressed. Then think of colors, smells, movements, shapes, sizes, textures, that "feel" the same way. (example: happy, sad, comic, etc.) 2. Listen to an aria: A) Discuss the voice types: Which type of voice sings the aria? (soprano, alto, tenor, baritone, bass, etc.) B) Discuss how the elements in the music can change a person's reaction to it: If the aria were staccato, (short, crisp) instead of legato, (smooth, long), would it create a different emotion and why?
At age 14 Mozart went into the Sistine Chapel during Holy week and heard Allegri's "Miserere Mei" performed by the boys/mens choir. He was so moved by it, he went home and wrote the score from memory!!!!!! He was accused of stealing it because the Pope's choir was the only one that could perform it & only during Holy Week! By the way, the music is absolutely breath-taking. I bought a recording of it performed by Westminster Abbey choir! ---Look at Mozart's life in depth. Choose 3-4 events in Mozart's life and find a composition Mozart wrote that may have been connected to each event. Then answer the following question: how much of one's personal feelings and life are included in one's art? You may create your own work of art to explain your answer.
---Choose a contemporary musician and compare him/her with Mozart. Play an excerpt of the music of each musician for the class. Compare and contrast the similarities and differences of the two musicians in an oral presentation. Explain who your favorite is and why.
---Draw a picture, write a story/poem or create a mobile that describes what you imagine is happening during one of Mozart's compositions.
Try A&E's Biography on Mozart.
6/01 The past two years, I have studied Mozart with 6th graders. The
opera we used was "The Magic Flute". We did not watch the video,
but learned the characters and stories. We listened to three
selections, "Overture", "P-p-p-p-p-papageno", and The Queen of the
Night's aria (don't have the cd in front of me, but it's something
like Die Holle....can't miss it!).
They were given a two sided paper. On one side was a character listing and synopsis. On the other side was a crossword puzzle with the characters, etc. We likened the plot to that of a James Bond movie (my student LOVE JB) or a video game like Zelda. Think about it...Hero (Prince Tamino) goes on a quest to rescue the fair maiden (Pamina) using special weapons (The Magic Flute) and encounters obstacles and villains (The Queen of the Night) along the way. Age old story...by the way, I drop hints and let THEM decide what it reminds them of...once they connect...THEY LOVE IT. Of course, the Queen's aria is very high pitched, but I try to encourage them to respect the amount of practice and training it takes for someone to sing that way. Also, the aria is used in "Amadeus" which a few may have seen. 6/01 I just did the "Magic Flute" with my 6th grade in one school and I tried 3rd in another (K-3) . I found the Magic Flute animated version. It was great. It showed the story of the opera and used song/Mozart's music(based on). Then the following week I showed the "Magic Flute" opera excerpts. The children could follow along with the story even though it was in German (narration in English). Opera, anyone??? Ha - the kids love it.
Several years ago we studied the Magic Flute, and I called the gift shop at the Metropolitan Opera in NYC. They had ONE video in English, made in Sydney. Great shot of the Sydney opera house, of course. It IS long (160 minutes), but my kids begged for it week in and week out. After we completed the unit, they kept asking to see more of the video. One class literally made me PROMISE they could see the rest of it before school was out that year. We wound up watching it the last two class periods. I kept asking them if they were SURE they wanted to keep watching, and they said absoLUTEly. It's under the Kultur label, copyrighted by The Australian Opera, 1986. Distributed by KULTUR International Films, LTD: 121 Highway 36, West Long Branch, New Jersey 07764. 201-229-2343. source? check Metropolitan Opera Gift shop
The Magic Flute by Anne Gatti, Peter Malone (Illustrator), Wolfgang Amadeus zauberflot Mozart (Amazon)
List: $16.95 Our Price: $11.87 You Save: $5.08 (30%) Reading Level: Ages 9-12 Book & Cd Edition Hardcover, 40 pages Published by Chronicle Books Publication date: November 1997 ISBN: 0811810038; The reviews of this edition say: "This retelling of Mozart's wonderful opera works particularly well for two reasons. First is the eye-catching appeal of Malone's illustrations, with their gorgeous theater-set qualities, fresco naturalness, and zesty characterizations. The second is that Gatti keeps tempo of the opera in her text, with pleasingly swift scene changes and quick character portraits."
Sing Me a Story : The Metropolitan Opera's Book of Opera Stories for Children by Jane Rosenberg, Luciano Pavarotti (Introduction) list: $15.95 Our Price: $12.76 You Save: $3.19 (20%) Availability: This title usually ships within 24 hours.
Reading Level: Young Adult Paperback Published by Thames & Hudson
Publication date: June 1, 1996 Dimensions (in inches): 10.55 x 9.43 x 0.39 ISBN: 0500278733
"The Magic Flute" an ABC Video ISBN # 1-56949-174-7 (1994) 44
minutes.
Amadeus, Immortal Beloved, Just an idea, Neither of these movies is such that you would want to show them in their entirety to elementary students. I did, however, show the funeral segments of each, Beethoven from Immortal Beloved, and Mozart from Amadeus. The contrast is amazing.
I did my "Twinkle, Twinkle" lesson with Pre-K and K today. I incorporated some of the great ideas that you have shared with what I have done previously. Thought I would share exactly what I did........ 1. Read (sang) the book "Twinkle, Twinkle, Little Star" that was mentioned last week. I don't remember the author, but check the archives. 2. Sang "Twinkle, Twinkle" , using our best singing voices. Incorpoated triangles playing once at the end of every phrase. 3. Talked briefly about Mozart, stressing his young and tender age when he started composing, etc. 4. Passed out coloring sheets of young Mozart. (from Children Sing, Children Play by Wojik- check archives for more info on this book- part of an earlier thread) Had the chilren stick stars on the sheet while we listened to.......5. Variations on Twinkle, Twinkle (no, I don't remember the exact title-it's late, all I know is it's not in English) from Silver Burdett World of Music , Grade 5. In January, for Mozart's birthday, my Kindergarteners were each given a plain white paper star. (Cut out on the Ellison die-cutter.) As we listened to Variations on Twinkle, Twinkle Little Star, the students decorated their stars with crayons. We hung them in the hall on a big sheet of black paper. It really drove home the idea of variations! The first graders painted black tempra paint over their crayon art while listening to Eine Kleine Nactmusik. The second graders decorated birthday cards for Mozart, adding some factual information about his life in their messages . I put all the artwork in the hall right outside the music room with a big banner - "Happy Birthday, Mr. Mozart!" It was a huge hit! Create a human star: You will need ONE LONG STRIP OF FABRIC which is joined at the ends. This strip will be held in the hands of students. Work with 10 students in a group, circle formation. Number each student as 1,2,1,2,1,2 etc. The 1's take four steps in as 2's stand in place (this creates a star). The 1's step back (returning to their place). The 2's take four steps in as the 1's stand in place (star again). You can maintain this position (2's in and 1's in place) and have the group move in a circle (now the star is turning).
This could work well with "Shoo Fly" when you get to the part about "I feel, I feel, I feel....I feel like a morning star" Attention: You will need to alter this file before using with students. Don't delete until it is altered. Teachers: It is always helpful to "talk" thru the lesson before turning the recording on. If there are rhythm patterns to recognize, have students sight read them ahead, or you play it for them while they follow; the answers appear below - you will need to delete them. Note: write out rhythms to be in standard notation: Rhythm: // = 2 eighth notes; i = one quarter note; b = one half note; b-b =(whole); /// = triplet (add 3 over top for meters with both 2-eighth patterns as well as triplets); z = quarter rest; (7) = eighth rest; B = bar line / = 1 eighth note; \\\\ = sixteenth notes; A dash means tied; . means dotted ^ = natural sign; b = flat; # = sharp
The numbers below refer to call numbers that you will say to class as the music progresses. The letters below refer to strictly the sections of music. After you listen to the piece a few times, the call number (and letter) placements should be recognizable. If not, change this to do what makes sense. It would be advisable to listen once for characteristics and once for sections (write "A" or "B" etc., to the left of numbers) and pause the tape as need arises. Feel free to change anything that doesn't make sense or is incorrect.
Prerequisites: Understanding of AB, ABA and rondo form; duple, triple meters, recognizes major & minor modes; dynamics f & p; legato & stacatto;
Goals: listen for elements in the rondo; listen for sections; analyze results and conclude type of form
SERENATA NOCTURNA (RONDO) (Serenade in G, K. 525) (Rondo) The following is the theme in solfeggio; you may want to put it on the staff for students to follow: (note: the letters below refer to the tones of the major scale in solfeggio: d = do, r = re etc., f# = fa but it is sharped in the piece in some measures - I'm not sure of the key but if the key was D then d(do) would be d, r would be E and f# would be G# etc.,) \ \ \ \ \ \ \ \ / / / / /. \ / / \. / / /
10/12 Russian cartoon to “Hut of Baba Yaga” http://www.youtube.com/watch?feature=endscreen&v=aTiyUSD9HNM&NR=1
Photos (or in search engine, time photo, sergei prokofiev) http://www.prokofiev.org/photos.html
Prokofiev: Prisoner of the Soviet State
Bio: https://en.wikipedia.org/wiki/Sergei_Prokofiev
07/15 Boléro - - See "WORLD MUSIC" -Lesson at:
04/05 http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
07/15 ―St. Michael Archangel‖(from Church Windows) -- See "PICTURES AT AN EXHIBITION" -Lesson at:
06/07 “Laura Soave,” from Respighi's Ancient Airs and Dances, is a fabulous listening example for legato, staccato (andpizzicato and oboe/bassoon). And if you're looking for a great example of long and short sounds, you should listen to this selection. It's 1:23 seconds long, so it's easily repeatable in a lesson. In every class the kids have applauded at the end. What does that say?
Activities & Information (.pdf) http://www.classicsforkids.com/activitysheets/May2014.pdf
06/14 EDUCATION MATERIALS/BARBER OF SEVILLE
When "Rigoletto" first came out, I loved the music so much that I called the company for the music. It's available in a spiral bound book and includes music from another one of their musical videos. What I really liked about the music book was it included 2 different arrangements for each song....a harder one with a tough accompaniment and an easier one that helped with the vocal line. If you love "Rigoletto," the music is worth the price!
Grade Level: K - 6 (with some modifications for younger grades)
Prep: Cut cellophane into squares to fit over lenses of flashlights. Attach with rubber bands. Red paper needs 2 layers, blue paper needs 3 layers and green paper needs 4 layers.
FIRST CLASS: 2. Explain where the WTO actually came from and give brief bio of Rossini. 3. Discuss FORM in musical pieces. 4. Reveal form of WTO - Intro, A, B, A, C, D, C, B, A, Coda. 5. Listen to piece, using fingers to show which section is being heard: 1 finger for A, 2 for B, 3 for C, 4 for D, 5 for Coda. Check to see if students are able to hear changes between sections - don't let them see T's fingers. 6. Hand out plates - 2 per student. Allow students to explore ways of making sounds with the plates. If time, have some students demonstrate what they discovered. 7. Play WTO again, this time having students mirror T's movements with plates. Each section has a different movement pattern (but A's are always the same, B's are the same, etc.). For older kids (gr. 4-6), let them do their own movement during the beginning of the coda. Others must mirror the entire thing. You should be able to see students anticipating what the movements will be based on the section of music playing. SECOND CLASS: 2. Explain that this time, instead of using movement to show the different sections we are going to use color for each section. Color code the sections, based on colors of cellophane used. Patterns of color go like this: Introduction No lights 3. Distribute flashlights. Have students practice turning them on and off. For younger students, review appropriate use of the lights (not in people's eyes, etc.). All lights are shone on the ceiling. Have students play "follow the leader" with the teacher's light - students must make their light follow the teacher's all over the ceiling. To make it easy to spot, the teacher's light has no color to it (no colored cellophane over the lens). 4. During the music, students' lights must do exactly what the teacher's light does (bounce to the steady beat, move across the ceiling, etc.). Remind students to keep voices quiet. T should use vocal commands to assist students in knowing when to use their lights during the music. 5. First time, teacher calls out colors as each section occurs. Second time, have students perform independent of teacher to assess comprehension of sections in WTO. MATERIALS: PROCEDURE: 1. Explain that themes can also be found in musical compositions and that these themes are put together to make a whole piece of music. "Themes in music are musical ideas such as a series of notes and rhythm patterns which make up a musical melody. Many of these themes or musical ideas are familiar to us." Demonstrate this by playing, humming or clapping some familiar musical ideas such as the first four notes of Beethoven's Fifth Symphony, the phrase of the The Blue Danube Waltx, In the Hall of the Mountain King, The Barber of Seville, etc., 2. Introduce the speech chant and movement pattern for each theme from the William Tell Overture A: "William Tell, William Tell is an overture; William Tell, William Tell is an overture; William Tell, William Tell is an overture and it o-----pens up the play for you!" Extension: * View the short excerpt of THE WILLIAM TELL OVERTURE from the Bugs Bunny Video Overtures to Disaster. * Give students some background information on the composer by reading the fill in the blank story about Rossini. GIOACCHINO ROSSINI (1792-1868) Bach's fight for freedom Bizet's dream They can be ordered from the web site: www.christmasconcert.com for about $16 each.
In a kitchen in Italy in 1862, little Reliana helps her grandmother Roalie make pasta sauce. As steam swirls magically through the kitchen, Rosalie and Martina tell the story of an opera composer they once knew when they
were young. Reliana finds herself transported through time to a theater in Rome nearly 50 years earler - 1816, the year The Barber of Seville had its disastrous premiere. Fact: Rossini was a young composer, who wrote The Barber of Seville in1816. The premiere was disastrous, but the opera became a great success and Rossini went on to become one of Italy's most famous opera composers. Fact: The Duke Chasarini de Francesco was an empressario, who used his wife's money to pay for the production of Rossini's opera. According to my information, Duke Chasarini de Francesco bankrolled the eventual production of 'Barber.' The question is: Did the Duke live to see the fruition of the opera and it's eventual success? Vocabulary: opera: _____________________________________________________________________ Fill in the blanks to tell the plot or story of the opera, The Barber of Seville? Rosina Dr. Bartolo Figaro-The Barber of Seville Count Almariva
07/13 Poster to download: https://www.box.com/s/2gb2wgftjs2p8d6512kz Part II 1:08-2:08 Enter Tristan the Trout Swimming in that very pool was a very important fish—a Rainbow Trout. His name was Tristan and he had lived in that river all his life. He was 10 years old and 30 inches long. Stretching from his head to his tail on both sides were streaks of pink, blue and green. It really did make you think of a rainbow when you saw him swimming along. It seemed he was perfect in every way, and somehow he knew it. Part III 2:09-3:16 Enter Winnifred As Tristan Swam circles around his favorite pool a new face approached—a sweet face with the most gorgeous gills he had ever seen. Silently she glided next to him and waited for him to look her straight in the eye. I f she had possessed eyelids she would have batted them at him, but as fish don’t have eyelids she tried to gaze a meaningful gaze and hoped he could see how much she wanted to be his friend. Part IV Enter the Fisherman 3:16-4:08 Unseen to Winnefred and Tristan a figure appeared over the ridge. It was a fisherman. He carried some gear and his long fishing pole. He smiled to himself and wondered if that day would be the day he would catch the Trophy Trout. For years others had tried, but no one had succeeded in catching Tristan. He was always too smart and too fast. He was known to all the local fishermen as the Trophy Trout. Part V The fight 4:08-5:11 Tristan was hooked!! He jumped, twisted, twirled and swam as hard as he could. There!! He was free!! And why not? Wasn’t he the fastest, most amazing fish in these parts, after all? But something tugged at the side of his mouth—He wasn’t free at all.
Again he leapt and thrashed, determined to be free of the hook. Tristan felt his body being pulled through the water. He had no control as he was pulled toward the shore. He didn’t have any strength left to fight. Winnefred watched in horror as her new friend slid past her in the water. She felt so helpless. There was nothing she could do to free him, and she couldn’t help but feel that perhaps she was partly to blame for his capture. She frantically swam in circles trying to think of something to do to help, but there simply was nothing to be done. She had to wait… and hope. And hope she did, like she had never hoped before in her life!! Part VI End is Near 5:12-6:49 Everything seemed so dark and sad. Was this really the end for Tristan? Would there never be another swim through his lovely pool by the fallen log? As he was pulled to the shore he saw the smooth colored stones pass by beneath him. He hadn’t noticed before just how lovely they were. The sun danced across the water and the stones shown even brighter. How could the sun shine so brightly at this moment? Didn’t it know how sad this day was? It had no right to shine like that!!
The fisherman gently surrounded Tristan’s body with his large hands, careful not to lift him from the water. He gently removed the hook from inside Tristan’s mouth and continued to cradle his tired body as if he was waiting for something. He faced Tristan’s head toward the current and it felt good. Tristan started to feel some of his energy come back. He was breathing, relaxing and it was then that he realized he wasn’t going to die that day at all! He was being given a chance to live again and he was going to swim away! With a flip of his tail he jolted out of the hands of the fisherman. The fisherman smiled the biggest smile he had ever smiled. He had caught the Trophy Trout!! There was no one there to see it, but he knew in his heart that he had caught him and that was all that mattered. The fisherman packed up his things and hiked back the way he had come. Today was the best fishing day of his life. Part VII “and they all lived happily…” 6:50-8:05 And what do you think happened? Well, Tristan and Winnie (that’s what he called her from then on) became the best of friends. At any given time they could be seen together swirling, gliding, jumping, and making heart shapes with their two rainbow colored bodies.
See a portrait of Schubert two photos of his grave: http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=9534500 Interesting Notes: http://www.notesonfranzschubert.com/schubert.htm
LESSON: Note: write out rhythms to be recognizable by students:
Rhythm: // = 2 eighth notes; i = one quarter note; b = one half note;
b-b =(whole); /// = triplet (add 3 over top for meters with both 2-eighth patterns as well as triplets); z = quarter rest; (7) = eighth rest; B = bar line / = 1 eighth note; \\\\ = sixteenth notes; underlining means tied; . means dotted; ^ = natural sign; b = flat; # = sharp
The numbers below refer to call numbers that you will say to class as the music progresses. The letters below refer to strictly the sections of music. After you listen to the piece a few times, the call number (and letter) placements should be recognizable. If not, change this to do what makes sense. Prerequisites: Understanding of AB, ABA and rondo form; duple, triple meters, recognizes major & minor modes; dynamics f & p; legato & stacatto;
BIOGRAPHY: http://www.classical.net/music/comp.lst/schumann.php
BIOGRAPHY IN STORY FORM: http://www.roangelo.net/schumann/ (with pencil drawings by an artist)
http://www.karadar.net/PhotoGallery/schumann.html
BIOGRAPHY: http://study.com/academy/lesson/robert-schumann-biography-music-works.html
CLARA:
CLARA SCHUMANN - PORTRAIT GALLERY: http://www.geneva.edu/~dksmith/clara/gallhall
(with links to Chopin, MOzart, Bach, Cpe Bach, Haydn, Schubert, Brahms, Liszt )
07/15 BIOGRAPHY: http://classicsforkids.com/composers/bio.asp?id=90 A contemporary artist has painted the Schumanns-Collection entitled: "Schumann Paintings" by Cynthia Large
07/15 Till Eulenspiegel’s Merry Pranks --See "SUPER SONIC SOUNDS" -Lesson at:
07/15 Overture to “Die Fledermaus" - See " Warner Bros. Presents Bugs Bunny at the Symphony" -Lesson at:
06/05 Strauss: The King of Three-Quarter Time Video VHS only - $19.95 The year is 1868, the city - Vienna, the music - exhilarating, yet all is not well with Johann Strauss, Jr., the darling of waltzing Vienna. Haunted by the constant pressure to outdo himself with each new composition, Strauss meets Nicholas, a humble stable boy who fears his brutal stepfather. To their surprise, the composer and the boy find in one another a piece of life's emotional puzzle, discovering the healing bond of trust and embarking on a collaboration that will be music to the world's ears. Strauss: The King of Three-Quarter Time - CD Soundtrack -- Patricia Albritton
07/15 Petrushka (1947 version)- See "AT THE BALLET" -Lesson at:
07/15 THE RITE OF SPRING- See "RITE OF SPRING" -Lesson at:
07/15 Greeting Prelude (or “Happy Birthday”) - See "TIN FOREST" -Lesson at:
12/07 POWERPOINTS: http://www.pppst.com/index.html The Set: Sturdy chair in the middle of room = the silver tree in King Kaschei's garden. Opening Scene (positions): Performance suggestions:
(Spring) MOVEMENT: I have a book called When Will It Be Spring and since it has been particularly NOT springy (we had snow here in my corner of VA just THURSDAY) I read the book while Spring played in the background. After the book we listened and figured out the pattern of the music. I used the one from the orange listening kit from Music Play. We marched on the loud part, tiptoe on the soft part and flapped our hands like birds on the B section. I found another version on youtube that had a different pattern and added a drumbeat underneath. After we listened and watched, we picked 2 motions and moved to the music. I chose the motions for prek-1 and had 2 and 2 choose their own. It was a fun lesson! Robin in VA
(Spring) PUPPETS/MOVMENT Basically, I have insect finger puppets. The "quiet" insects come out
during the soft passages and the "noisy" insects come out on the loud ones.
I randomly passed out finger puppets, the mama bird and baby birds, the flower hats, and rain prop to the students. The students were to listen to the music and react appropriately. (The flowers had the easiest job!) My flower kids lay on my rug with their hats. They were the flower garden. The noise insects were on one side of the room and quiet insects on the other. The rain hovered by the door. The mama bird was on one side of the room, and her babies on the other. During the louder sections, the noise insects hovered over the flowers. During the quiet sections, the noise insects retreated and the quiet insects hovered. During the violin solo, the mama bird "flew" around the room two times, landing at her baby birds to feed them at the end of that phrase. During the rain sequence, the bugs hid under the chairs. The mama bird "shielded" her babies, and the rain came over and "Sprinkled" over the flowers. Then, when the original themes came back, the rain retreated, and the bugs started their sequences again. It was so much fun! The first class, my most rowdy, was my guinea pig one. That's where I learned that first graders don't automatically assume animals will shelter in the rain, but they'll scream. :-) We had to redo it. The other classes were great. I will have this on my school website by the end of the week (video clips) so you can see what it was all about. After typing this, I think next year, I'll add sun to this, too, so we can correlate the fact that plants need sun. --- Karen Stafford
10/02 I use the Presto of Summer to start the school year. It sounds like change and is not the lazy sounds of the 1st and second movement. We discuss meter dynamics and where we could use it if we wanted to incorporate it in a play or movie. Have the kids draw/color seasonal scenes while listening to part of "Four Seasons." Make streamers using ribbon (Autumn colored crepe or long strips of white curling ribbon-not curled for Winter) taped to free paint sticks. Do choreographed or free movement while listening. Talk about Vivaldi's experience teaching music at the Pieta orphanage for girls. Many of his pieces have unusual instrumentations because he wrote for whatever instruments the girls played in the school orchestra. Using only the instruments you have in your classroom, write a piece of music together or in groups to be performed as a class. Vivaldi was fond of using his walking stick to conduct instead of a baton. Have the kids take turns being Vivaldi. Use a PVC pipe, Boomwhacker, or better-yet a real walking stick to keep the beat while the rest of the kids play on percussion instruments. Ask them if there are any problems with using a stick to beat the time: too loud, you could poke your foot, etc... Interesting Vivaldi trivia: I understand that the infection that eventually killed him was a direct result of his jabbing his own foot while "conducting." I am in the process of writing a Teacher's Manual for Volume 1 but it willbe a while before I get it finished and start Volume 2.The only problem I'm having in suggesting activities is that the books canbe used from Pre School thru high school and how they are used obviouslydiffers greatly. Our local college teacher uses the books in her musiccourse for elem. educ. majors! I've used the themes (before I publishedthem) with a high school world literature class and I've taught themsuccessfully---as have others --to children from Pre School thru grade 8. To get the complete words tothe Four Seasons, you'll need to get Volume 2 of the book/CD! For Autumn: Pumpkins on the vine, Soon have faces that will shine etc. (there's more!) For older children one can teach about Movements of the composition (eachof the Four Seasons has three) and have them read the synopsis of Vivaldi'ssonnet (included in the book). They could find out what a sonnet is---Andyou could discuss lyrics in music. What poetry techniques do they use? Itis very important to know that accented lyric syllables should go withaccented beats of the music, etc. Each theme is recorded on two CD tracks--the first with music only.The second announces the name of the composition and composer and thelyrics are sung. This format is good for "Name That Tune" which all agesseem to like. The book is organized by musical period with information about each period.There are also short composer biographies with portraits drawn by aportrait artist--enlargements available. Portraits are especially importantfor lower grades. They love to pick out the portraits of composers whenthey hear the music. For Winter the words begin:Snow falling softly, it's winter time See horses pulling sleighs The CD music has a "clip-clop" sounding like the horses. I have childrenimitate it with a tongue cluck--or with wood blocks. Good for teachingsteady beats. Also dynamics---snow is pianissimo. (Summer--Movement3--has a thunder storm if you want to have a fortissimo for contrast.)Just having the children picture in their minds what the music is depictingis also good. The last lines go;
7/01 Vivaldi: Try to guess which season is which?
UNIT for GRADES 5-6:
TRANSLATIONS OF SONNETS: http://www.baroquemusic.org/vivaldiseasons.html
7/01 Lesson (Four Seasons: http://eduweb.brandonu.ca/~students/fall-98/mckinnkm/season.htm )
6/01 Description of school project related to "Four Seasons" d< p>
6/01 The Four Seasons Book - Explore nature's four seasons through the wonderful music from Vivaldi's Four Seasons. Sing with birds in Springtime, stretch in the hot Summer sun, ride horses in the fall leaves and shiver in the WInter snow!
06/09 Two portraits and statement of his contribution
06/09 Renoir portrait of Richard Wagner
06/09 Interactive Map (click on a town and see what he did there – hint: highlight the text and it will be easier to read)
06/09 Brief biography and interesting photos:
06/09 Biographical sketch, caricature, summaries of operatic, dramatic, and orchestral music, ...
06/09 Die Meistersinger
http://www.flickr.com/photos/alfredoliverani/3226826636/
06/09 Brief biography with pictures: http://www.mfiles.co.uk/composers/Richard-Wagner.htm
06/09 Definition of ‘meistersinger’: http://www.encyclopedia.com/doc/1E1-meisters.html
06/07 Die Meistersinger is an opera that can be introduced to elementary students. The story is about the Mastersingerse of Nuremburg and the ethical shoe cobbler, Hans Sachs. Libretto (& English translation) is at:
http://www.rwagner.net/libretti/meisters/e-meisters-a1s1.html
There he and the famous poet, Heinrich Heine, composed Mr. Wagner's first two operas: "The Flying Dutchman" (a story about a ghost ship) and "Tannhauser." Another opera he wrote, "Die Meistersinger" (the mastersingers) was a comedy in which there was a singing contest. One of the main characters, Hans Sachs, was a real life poet and mastersinger who is considered by many to be the best poet/composer of that period in history. Sachs wrote over 4,000 songs and over 2,000 poems and plays. Wagner also composed a series of operas about Nordic mythology (fairy tales from Norway).
Wagner wrote this opera in Nurnberg, Germany in 1867.
Walther, a young man, falls in love with Eva but Eva's father decides she should marry the winner of a singing contest held by the Guild of the Mastersingers. He tries to join the guild but is rejected by the clerk, Beckmesser. Hans Sachs, the local cobbler (shoemaker), is the only one who sees how well Walther sings. Walther sings a song that he composed to Hans Sachs unaware that Beckmesser is eavesdropping and hears the whole thing.
Later, Beckmesser sings Walter's song pretending that it is his own original song. However, Beckmesser sings the song very badly (this is a funny part in the opera) and eventually Walther sings the same song for the Mastersingers and wins the contest and is allowed to marry Eva.
Hans Sachs is the hero because he is secretly in love with Eva but sees that she loves Walther and does the right thing by helping Walter to win Eva's hand in marriage.
Pictures, history, 'Ring' plot, Motives http://www.utexas.edu/courses/wagner/oldindex.html
Opera: Librettos, pictures, http://users.utu.fi/hansalmi/opera.html
John Williams Themes played and rated: http://www.tampabay.com/specials/2009/reports/williams/
The Cinder-eyed Cats by Eric Rohmann Kids love visual aids especially when there's 'honor' at stake and this game should be lots of fun for children who read well. It's probably suited better for upper elementary. This game has been prepared for “Great Women Composer Card Game” “Game IV from a series of card games about great women. By Aristoplay, LTD. P.O. Box 7645 Ann Arbor, MI 48107. Phone: 1-800-634-7738 Women included in this card game are: Hildegard of Bingen, Francesca Caccini, Elisabeth Jacquet de la Guerre, Fanny Mendelssohn Hensel, Clara Schumann, Dame Ethel Smyth, Lili Boulanger, Mary Lou Williams, Thea Musgrave and Barbara Kolb. Instructions: Here's a sample: First person, on the Smyth team: What question would you like to me ask?" Ask question number 2. "I would then read question #2. (This question might not be about Smyth.) After reading the question, I would say: "Everyone read your cards and see if you hve the answer to this question." If I find it is taking too long for them to find the answer I narrow it down by saying: "Anyone with cards numbered __ (I don't remember what numbers are on Symth's cards.) read carefully because one of you have the answer. I wait for a student to say, I have the answer. It might not be the composer of the team who requested the question. Whatever team is the Smyth team will then begin to build their tower. I then go on to another composer team and ask the first person to request a question number. Etc. After reading the question, mark it so you will know you have already asked it. If the students can’t find the answer, let them know specifically which group of cards will have the answer. For instance: Each card has a number on it. All of the cards that are numbered with the number “1” are about Hildegard of Bingen. If the question is about Hildegard of Bingen, then anyone who has a card with a number one on it should re-read the card to find the answer. Towers: I went to the good-will store and bought a toy that had stackable tubes that connected. I happened to have eight different colors of stackable tubes. The first number is the number on the card. The second number is the number of the question. Which composer lived during the Baroque period? Card 3 This year's crop of students enjoyed it as much as my students in previous years. I usually play it with 4th and 5th graders. The exciting part of the game - which drives the kids crazy - is that they end up helping the other teams build their towers. Of course, the team that builds its tower first wins, so the excitiment continues throughout the game. The cards have facts about each of the composers. So you, the teacher, do not need to search here and there for facts to share with your students. It's an easy game to "put together." Contributed by Pamela Rezach These are the women that I have included.....(I have found recordings of their compositions with great success at www.buymusic.com or I have found printed music to demonstrate on the piano) Amy Beach (Mrs. H. H. Beach)
Women Composer poster and card game. For a free catalog, information on
ordering other GREAT WOMEN card decks, or a store near you, call 1-800-634-7738.
COMPOSERS BIRTHDAYS: Sept--Bach Oct--Carl Orff Nov--Scott Joplin Dec--Tchaikovsky Jan--Mozart Feb--Duke Ellington; March--Each class became composers writing a class song April--Engelbert Humperdink ( the one who wrote Hansel and Gretel) May--Prokofiev
Birthday Composer: features a composer with bio & picture of particular day:
Classical Composers Biography Page
Classical Composers Database
Focus on Composers (Grades 4-8)
Order information: Email: [email protected] (Note, this address was as of July, 01; If necessary, get new address by going to their website:
Teacher Created Materials 6421 Industry way Westminster CA . 92683
1-800-858-7339 or 714-891-2273 website: www.teachercreated.com/
----------------------------
Composer Bios
Try the Mike Venezia books. I was very lucky and found mine in a discount place for 4.00. They may even be easy for your not so great readers (I teach K-4 I have the Beethovan, Mozart, and AAron copeland and the kids ove them. One page serious, with wounderful pictures and the next silly with Mike's own cartoon drawings/. NOTHING attracts 10-14 like cartoons!
"Portraits of Great Composers": tells the story of the artist who created the portraiture, the important elements of the artwork, as well as the musical significance of the composer.
LIVES OF FAMOUS MUSICIANS
They are outstanding and hold the children's interest, 2nd-8th grade. They are available for sale through Friendship House, www.friendshiphouse.com, as are a great number of child oriented books about composers. I particularly like "Lives of the Musicians," which includes humorous facts and anecdotes. Another excellent source is "Piano Explorer Magazine, a publication that is written for children who are studying piano. They feature a different composer and instrument each month.
The articles are written in language that is easy for kids to understand. Their address is 200 Northfield Road, Northfield,IL 60093.
I have never found a need to use commercials or other watered down versions of these classics. The interest is there if you have a positive approach and are excited about the material you're presenting. I had parents telling me that their children came home spewing forth all kinds of knowledge about our composers, and a few students even started their own collection of tapes/CD's and started listening to the classical station! Publishing House called:"Friendship House" with wonderful books/recordings/posters etc. on women composers. I don't currently have a copy, but perhaps you can find them on the net.
"Great Composers" A book covering major composers (up thru Beatles including Ellington, Benny Goodman) plus some discussion about music in general. (The first music, the Renaissance, Medieval times, opera, Egyptians, Greeks and Romans) Each composer has a photographed portrait in color with interesting background art depicting the life & times of that era. The bios are brief but informative with supplemental material in back.
Masterworks: A Musical Discovery. www.prenhall.com/masterworks/descrip.html This resource includes a CD_ROM package f interactive tutorials, listening charts, self-grading quizzes, etc... CD's are also a part of their program. On the website, you can find sample curricula, quizzes, and course evaluations, among many other helpful hints for teaching such a course
Stories of Composers for Young Musicians, by Catherine Wolff Kendall, Toadwood Publishers, 1981. It is an excellent book for this age group. I do not know where to get it though- I inherited it from someone else. If you happen to see it, or can order it from Amazon, etc. it is worthwhile. It has 30 composers with short but informative stories. I use it all the time.
Several times a year he would pick a composer's birthday. He figured out a costume which he thought would be similar to that the composer might have worn. "He checked with either his teacher or the school music teacher and asked if he could have a birthday party for that composer. We baked cupcakes or brought in cookies and had a party. He would dress as the composer, do a
short presentation culled mainly from the Kendall books and the encyclopedia. He either would play for the class one of his Suzuki pieces by the appropriate composer or would learn a piece by the composer to play for the class. This went on through 4th grade and I think was enjoyed by most of the children in his class."
"There is a book by Catherine Kendall, "Stories of Composers for Young Musicians," and another, "More Stories of Composers for Young Musicians." These books were favorites of his. Several times a year he would pick a
composer's birthday. He figured out a costume which he thought would be similar to that the composer might have worn. "He checked with either his teacher or the school music teacher and asked if he could have a birthday party for that composer. We baked cupcakes or brought in cookies and had a party. He would dress as the composer, do a short presentation culled mainly from the Kendall books and the encyclopedia. He either would play for the class one of his Suzuki pieces by the appropriate composer or would learn a piece by the composer to play for the class. This went on through 4th grade and I think was enjoyed by most of the children in his class."
There is a great workbook called FOCUS ON COMPOSERS it has a really cool page for George Gershwin where the students create their own Rhapsody in _______. (They color with one color using different meduims. It is a great cross-curriculum activity that could even be done with your art teacher) It has a lot of other great activities and is full of great information.
"Our school had a "100th Birthday Bash" for George Gershwin on September 25th. (His 100th was on Saturday, the 26th.) The cafeteria staff had cake squares as part of the lunch that day. We had a student assembly in the gym. "The assembly culminated a month of Gershwin activities in music classes, grade K-5. All the students learned to sing 'Fascinating Rhythm' and 'Bidin' My Time' and also 'The Ballad of the Boll Weevil' (A Georgian folk song of the early 20th century) and 'Georgia On My Mind' (our state song). We have a musically talented faculty. Two teachers performed a Gershwin piano duet. One teacher performed 'Rialto Rolls' on the piano. Another teacher performed Gershwin's Prelude #2 on saxophone with piano acc. I sang two Gershwin selections. The students sang the selections listed above. The folk song was acc on elec keyboard/percussion, banjo, and three guitars. Throughout the year the students have made comments about Gershwin, too. Copland's 100th is in the year 2000 which I'll start preparing for next year. My primary classes liked my George Gershwin puppet that I had made. I have a small player piano which I used to explain to the classes about how George worked at a company that made the 'piano rolls.'"
The Raymond Family [email protected]
"When my son (a Suzuki violin student) was in elementary school, he had many composers' birthdays memorized. 1) a read-aloud book about the composer http://www.richland.k12.mo.us I make them do bibliographies (at least give the site.. they haven't had it in English yet) and on the days we're not in the lab and nothing's due, we're watching musicals and taking quizzes or worksheets or discussion on those. (Characters, plot, music, lyrics, setting, etc.) Email if you have extra questions.. -- Gretchen in MO Their job was: After the deadline ( they had about 3 weeks to do this) I laid out all the composers by class and then by composer (were their five reports on Mozart? Check the grid to see who had done Mozart and - are their reports in ?) I always had my original grid to use as reference. As a student presented their oral report to the class, I would write in the date next to their name. What about materials? I have many OLD books in my room - discards from the school library. I encouraged the boys and girls to use them. I also alerted our school librarian to the details of this project and she was great about steering students to certain sources. Each classroom teacher knew all the details of the project before it was announced to the students. I didn't expect them to help specifically, but I wanted them to be aware of what we were doing in Music. I handed them a hard copy of the project for their information. Parents were sent home a note detailing the project and including the due date and at the bottom, BOTH the parent and the student had to sign. I did that because some of our students live way out in rural areas and they would definitely need a ride to the Library. I wanted parents to know that this assignment was REAL ! I also contacted the Public Library and faxed to them my list of composers and gave them my general outline. This, they told me, was a great help. I also happen to have a large CD collection which I made available IN SCHOOL for students who had REALLY tried to get something from the Library but who had no success. (We had a hard time with Stravinsky and Bernstein eg.).
student was having trouble finding info, we would, together, check the grid to see what other students were doing their composer. Maybe they could share resources. Amy Beach was a tough one and I let them borrow my cd of her music for them to use. This issue of my lending my own materials, I had to be very careful about. I really wanted students to make a sincere effort to find things on their own. It was a judgment call, but, as I said, these kids are very special and so if I really thought that they had tried, I would let them listen to my CD IN SCHOOL. If they had Mozart, and told me, for example, that they were having trouble, or Beethoven, I would send them back out . Sure enough, when they knew that I was not just going to start a lending library, they quickly found resources at the Library.I still have two kids who have not done their report. I have talked to their teachers and this is typical and so I am trying to come up with a wayto help them get this done. On the brighter side, my special ed. kids' teachers were fantastic and helped them plot and plan how to do this type of project. I didn't even ask them to do that. I DID ask for any suggestions that they had for ME to do with them - what modifications if any I should try with them.
I put a sign in calligraphy in the center "Who's playing at your house tonight??" in the center and under it, I outlined the parts of the composer project on the same poster. Then the cd covers, all 132 of them are in a zig zag pattern all the way across the board. The kids seemed to really enjoy doing this and the teachers were pleased to see that I was having them do tasks that they assign all the time. Learning takes place all over the school and in all areas. I would definitely do it again. I just started using the folders yesterday and so far it seems to work - of course, occasionally I have a kid who for some obscure reason WANTS to do this instead of the regular lesson. Today I let James do this - he is usually a disruption. The only thing I heard out of him today was "This is HARD! I'm stumped on questions 6, 7, and 8!" But he was working, he was fairly quiet, and he wasn't being too distracting - plus, MAYBE he learned something new. I have to admit that I got a little thrill with one kid - he recently told one of his teachers that the main problem with our school is that the women have too much power. (What was HE thinking?!) Today when he was being a nomad - you know, wandering from place to place - I grabbed a folder and it happened to be Clara Schumann's. I LOVED giving that woman's folder to him, the little chauvenist! Closing Instructions: Your report must be complete to receive participation credit in music for the above date. Should you not finish this mini-report during class time today, you may finish it today in the music room during lunch recess. Return finished/unfinished reports to the teacher's desk before leaving class. The tag on my original post was from an older version. The above tag is from my recent revision.
2. Extreme death age, either old or young, and how they died. (Mozart, Chopin, and Gershwin died young; Irving Berlin died very old.)
3. How did he/she get started in music? Were parents for or against? (Most composers come from musical families; but there have been notable exceptions: Handel, Grofe, Joplin, who had to hide; and Copland's parents were indifferent.)
4. Travels: Kids like looking at maps and dreaming of travelling. Composers who go places grab their interest. Composers who came to the US are most interesting. (What cities, and did they like their visit? Saint-Saens visited the US and liked it; Strauss came but didn't like the noise or the crowds.)
5. Personal lives: Marriage, kids (Bach!), money (well-paid or bankrupt), broken hearts (death of wife or child, unrequited love), poison, deafness. (Saint-Saens' oldest child fell from a window and was killed; a few weeks later, the younger child got sick and died.)
6. Quirks: Pink wigs (Mozart), fear of crowds (Chopin decided at about 20 years old that he liked small audiences, no more than 25, all ladies. He was tired of and afraid of large audiences staring at him while he was on stage.)
7. World history: Jailed for political reasons (Wagner), war (Mancini).
8. Interesting music: Funny (Leroy Anderson: "The Typewriter"; Johann Strauss, Jr.: "The Whiplash Polka"; Vaughan-Williams: "The Wasps"; Ives: "The Unanswered Question"), familiar (Copland: beef commercial; Anderson: "Sleigh Ride"; Mancini: "The Pink Panther"; Handel: The "Hallelujah Chorus"), program music (Mancini: "The Arctic Whale Hunt"; Grofe: "The Watering Hole" from "Death Valley Suite"; Vivaldi - "Four Seasons"; Rossini: "William Tell Overture"; Resphigi: "Pines of Rome").
9. Form: For a composition written in ABA or Rondo form, ask the kids to raise their hands when they hear "A" again. For a composition written in the variations form, ask the kids to raise their hands each time they hear the beginning of the theme. The fugal form seems hard to explain, but really, it's easy. Kids should listen for the subject and raise their hands when they hear it.
10. Live composer/woman composer - My students want to know if you have to be a DEAD MAN to write music.
When I choose a composer, I find out all I can about them, through encyclopedias, music books, and the Internet. When I introduce my kids to a composer, I tell about the composer's life. Then each week, I introduce the piece by telling them why I picked it over others. If you go shopping early you will surely be baroque, because you can shop at each store Purcell. Yule be saying, "I wish I Haydn't spent so much." But don't worry, after shopping, yule just say, "Schumann, let's go eat something -- after which, I can give you a ride home in my station Wagner!"
This is a great resource which I use to select my "mystery composer" of the month. I print off a picture and facts and give a prize to the first one to identify the composer. This month it's Camille Saint-Saens, born this day, October 9, 1835 and we'll listen to Danse Macabre in a week or so. The younger grades will listen to selections from Carnival of the Animals.
Finally, I began this next activity last year and it worked best in 4th, 5th, and 6th grade. It dealt with composers. Every month I introduced a new composer. I had a small bulletin board with five pockets on the bottom numbered 1-5. The top of the board had the composer's name and picture attached. The first week of the month I would read a story about the composer to the class. The class was divided into five groups that changed once every 6-7 weeks. As they entered the room for music, they would go to the board and take a slip of paper out of the pocket that went with their group number. Each of the five pockets had slips with identical questions on them. I would then turn on music that went with the questions for the week from that composer and the groups would answer them with each other. I had a kitchen timer that I would set for four minutes and when the bell rang, each group returned the slip to the pocket and sat down in their seats. I would then ask for answers to the questions from various people in the classroom. Whichever groups had seemed to be working well together that day (even if they didn't answer questions correctly -as long as they were trying) got entered into a "rhythm raffle." Every 6 or 7 weeks I would pick a group out of the raffle pile and that group would get to pick out candy from a bag. The motivating factor was that the more each group got entered in the raffle the better their odds were at winning the raffle after 6 weeks. For the entire month I would have a different set of questions dealing with music of the same composer.
Ask the children what the music sounded like. A surprising number of kids will be able to hum the melody. Stress that the man lived a long time before the dog. Share his birth date and calculate how long ago that was. At that point, play a recording of it. Chart the melody on the board as a line going up and down. Ask if it is smooth or bouncy.
Ask what feelings they have when listening to this music (exciting, fast, jumping feeling, etc.). Try playing samples of other works by Beethoven. Fur Elise and Moonlight Sonata work well to discuss mood and feelings. Play a variety of recordings so the children can hear and identify different instruments used.
On another day we repeat Moonlight Sonata and draw "feeling" pictures. I use large sheets of black or dark blue paper, about 3x3'. We divide the class into groups of about 4 or 5 and let them draw a moonlight picture using colored chalk. Show how you can smooth out the chalk by lightly wiping over it with a tissue. We usually discuss having just one moon, some stars, etc. I try not to give them too much detail and let their imaginations take over. (Once I was surprised with a great solar system, complete with rockets.)
After instructions are given, play the recording softly in the background while they work. I put on the CD and let it repeat several times. Have the children discuss their ideas within their own small groups and PLAN first what they will draw. If each child is in charge of one section or side of the paper, there will be fewer disagreements. Since the chalk
smears, I spray the finished papers with clear acrylic or hairspray. We then post the finished masterpieces in the hallway. Of course this activity can be adapted for any composition. For variation, use colored dry erase markers on a white board, or colored chalk on a chalkboard. I did John Williams last year. It was a great unit. I went to local video stores and got (acceptable) movie posters with music by Williams and hung them all around my room. We also tied it in with our Holiday co+ncert by performing songs from Home Alone and Home Alone II. That "Candle in the Window" song is wonderful.
There would be 8 questions on Robert Schumann... the 1 grand, 5 grand, 10 grand, 50 grand, 100 grand, 250 grand, 500 grand, and finally the million dollar question. Just like the game show, each question becomes harder and harder. But instead of using only one contestant, I go through the whole class. After each child answers a question correctly, I give them musical money for the amount of that question. Like the gameshow, the class is given three life lines. The 5-0/50 (where half the answers are eliminated), the audience vote (where i ask the class to raise their hands for which answer they think it is), and finally phone a friend. But instead of phoning a friend, they can call on one of their friends in the class to answer the question for them. I did it with all my 3rd-5th's and only one got to the million dollar question. All the kids were truly into it.
I just heard something very interesting on the DMX cable radio. It was a piece of music by Phillipp Jakob Riotti, entitled Nocturne for violin and harp. With the exception of one chromatic sequence it sounded exactly like the slow movement from Beethoven's 7th symphony! I looked up the dates of these two men and found that they are contemporary of each other. So, who wrote the music, and who "borrowed" it? Did either give credit to the other? I don't have Groves, and my little Norton/Grove encyclopedia mentions nothing about it.
Music History Bingo, Each board has periods of music history arranged across horizontally. The composers are arranged in the columns. The caller calls the period of music history first, then the composer's name, such as "Romantic-Chopin."
They had to research the person's life/music and do both a paper and oral report with their partner during which they had to answer questions like: biographical details: where are/were they from? life dates? important events in their life? interesting details to help us remember them? and musical: what's their music like? what style?
what do they do--sing? play trumpet? conduct? why are they considered a great/important musician? what's so great about them? during the presentation they also had to play two-three short samples of their music for the class.
I left the organization/structure of the presentation up to the kids. some had one kid tackle the bio. and the other do music. others collaborated and wove the musical samples into the bio. Visual aids were encouraged but not required. i just had a little brainstorm session with them at the beg. asking "what can you add to make your presentation interesting for the audience?" most of them got into it.
Time limit: i gave each group 10 minutes. so, the bio. had to be quick and to the point, and the musical samples were just that: samples, not entire works. just a taste of the person's stuff. Also, make sure if you do this that the other kids have a note-taking paper. i made a simple rubric and used it for them all. these were then kept by the kids in folders they used that yr. for all their music assignments, compositions, tests, etc...
Screenwriter: You are a screenwriter for the "Oprah Winfrey Show". You have been asked to seek out new guests for the show and provide Oprah with some "inside information" about new guests for the show. You also help Oprah by giving her a list of questions that will keep her on track. Space is then provided for questions for the guest to ask Oprah. Space is also provided for "facts which you learned about Beethoven," with a suggestion for "has a bad temper with housekeepers and waiters." This idea could be a basis for cooperative learning. Recorder I lists inside information for the group, Recorder II lists five questions for the group, Spokesperson I reports inside information to the class, and Spokesperson II reports questions for Oprah to the class.
Unsolved Mysteries: Create a skit for "Unsolved Mysteries" about the mysterious events that surrounded Mozart's death.
Graphic Art Designer: You are a graphic art designer. You have just signed a contract with Beethoven's record company to design a hot new CD cover for his new CD. This is your big break! Design Beethoven a flashy CD cover that will boost his CD sales! List ten of his greatest hits on the back jacket cover of the CD. Use the Internet or Microsoft Encarta or equivalent or other reference to match Beethoven's personality with his CD cover. (This project can be done in cooperation with your art teacher or it can be done entirely on computer with the help of your technology specialist or classroom teacher. The art work can be used during a PTA open house or academic fair as visual student work).
Commercial: J.S. Bach has taken an extra job. (He needs the money to feed his 20 kids!) He has just agreed to endorse your product. You have invented a new type of organ. This organ can be ______ [it's your organ, you decide]. Present a 30-second commercial presenting your new organ to the world.
Song Lyrics: Use the tune to one of your favorite songs to write a song about Handel. Rewrite the song with your own words. It can be a story about his life, or something unusual about him. This could also be done as a rap.
Movie Narration: Write a 60-second narration for a movie about Duke Ellington's life. It will be previewed at our local theatre for those going to see the newest movie release.
Report on Musician or Groupt: Choose one of your favorite musicians or musical groups. Present this person or group to the class. Play some of their music. Tell us any inside information you know. Tell us what style of music is their specialty. Tell us why you like this person or group.
Magazine Interview: You are a magazine reporter. The Beatles have just come to America! Write a magazine article about the British invasion. Imagine that you personally interviewed the Beatles. Imagine how they would have answered your questions.
Skit Presenting Elements of Music Ms. Hammond suggests appointing class members to read up on melody, harmony, steady beat, rhythm, timbre, texture, dynamics, and pitch. After rehearsing a skit in which those elements are personified, the class will perform for a neighboring class.
The following example is provided: Instruments love to play me. Singers love to sing me! Why, I'm their favorite part! You can't have a song without me!
The kids absolutely are enthralled. For example, I did one today on Grieg (maybe not the most important composer - but one of MY favorites!). Screen one had a beautiful green background and the words Edvard Grieg came flying in from the top right. On the mouse click, the dates appear. Click again and we are on slide 2. Slide 2 starts with the title "Early Years" - still with the beautiful green background. Bullet one comes in with a mouse click and with a zoom-zoom sound; Edvard Grieg was born on ...., mouse click and the second bullet appears with a zoom-zoom
sound; He was born in Bergen, Norway. Mouse click and the third slide appears. THe title flies in "Where in the world is Norway?". On the mouse click and a big world map appears. On the next
mouse click and arrow flies in pointing directly to Norway with an "AHHH" sound. Etc.!!! I can start and stop - I have total control over the information on the screen as I have created it myself and I
control when it comes into view and when it disappears from view.Sandy, it is great fun - you need Windows 98 or 2000 to run PowerPOint and you need lots of memory. Many files (due to
pictures and sounds) will be HUGE. (A friend of mine just did one for a business - it took twelve discs. WOW!) You can put the presentations onto disc and then take them somewhere to present, or in my case, I just hook up my CPU to the projector which then projects the images onto a large screen. Very Effective.
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1. Age at important events: A 5-yr-old taking piano lessons impresses kindergarten students. (Almost all composers started around that age.) A 12-yr-old who plays with a symphony orchestra impresses 5th graders. (Chopin, for one.)
9. Form: For a composition written in ABA or Rondo form, ask the kids to raise their hands when they hear "A" again. For a composition written in the variations form, ask the kids to raise their hands each time they hear
the beginning of the theme. The fugal form seems hard to explain, but really, it's easy. Kids should listen for the subject and raise their hands when they hear it.
10. Live composer/woman composer - My students want to know if you have to be a DEAD MAN to write music.
When I choose a composer, I find out all I can about them, through encyclopedias, music books, and the Internet. When I introduce my kids to a composer, I tell about the composer's life. Then each week, I introduce the piece by telling them why I picked it over others.
After the initial silent reading time, it is race to the finish between 2(or more) groups. This activity involves: 1) students reading (as part of a group) one biography (either Bach or Beethoven), 2)Answering questions (or riddles), checking the answer sheet to identify & fill in numbers in blanks (some questions have more than one answer) 3)totaling numbers and 4)locating the next question.
EXAMPLE:
In 1685 in the town of Eisenach, Johann Sebastien Bach was born into a family of musicians. (Seven generations of the Bach family spread over three centuries) Nearly 40 musicians from that family are remembered today. The most gifted of these was Johann Sebastian Bach. When he was nine, J.S. Bach's father and mother died and he was adopted by a brother, Johann Christoph Bach who was an organist in the small town of Ohrdruf. Bach studied with his brother (who had been a student of Pachelbel) and attended school there. He was payed a small salary as a principal singer in a church choir that sang in the streets as part of their job. He was taught to read from a figured bass (on the keyboard). The numbers under notes on the staff refer to notes in the scale of that key. He became an organist at Arnstadt at eighteen. As most church musicians in those days, he had many duties including teaching full time and directing all the church choirs. He had difficulty controlling the 55 boys (some were as old as he was) and lost his temper more than once.
2. The boy in the story is named ____________________________.
3. The story takes place during Bach's time. Our time. (circle one.)
4. Bach is the chapel ___________________________.
5. Frederick is given the job of Bach's __________________________________.
6. Bach has a reputation as a ______________________________.
7. Before electricity organs were powered by a _____________________ _________________________.
8. Frederick is good at _____________________ ____________________.
9. Quote. "Mr. Bach thinks we're meant to___________________________________________________________.
10. Bach gives a ______________________ when he and Frederick sneak out to visit the Duke's _________________________________.
11. Bach is angry because someone else is given a ________________________ that he wanted.
12. Quote. If there's something in this world that you're meant to do, then just go out and ___________ _____________.
13. Frederick goes to visit Bach's __________________.
14. Bach's father taught him to play the __________________________.
15. Bach is offered the position of concert master by ____________________________________.
16. The duke _________________________ Bach for accepting the job.
1. we want
2. Frederick
3. Bach's time
4. organist
5. assistant
6. terror or monster
7. foot pump
8. fixing things
9. celebrate life
10. concert, nephew
11. job
12. do it
13. family 14. violin
15. Prince Leopold
16. arrests
17. Bach go free - Contributed by Jane Rivera
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04/05 BACH'S FIGHT FOR FREEDOM: Video VHS only - $19.95 The chapel organist, Johann Sebastian Bach, is enraged. It's bad enough his boss, Duke Wilhelm, stifles his creativity. Now the bumbling fool has given him a servant he suspects is a spy! But soon, the temperamental composer recognizes a kindred soul in his new 10-year-old assistant, Frederick, for both know too well what it's like not to be able to follow your dream. Set in 1717, Bach's 32nd year, Bach's Fight for Freedom passionately argues that the only master you can serve faithfully is your own heart. -- Patricia Albritton
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10/02 Bach is my composer for the month of September. I have not done composer of the month in my past two years of teaching but wanted to give a little more structure to my use of listening selections.
http://www.und.nodak.edu/org/menc/lnk.html Summary: Music links plus a list of bulletin board discussion groups related to music. ACDA,Orff-Schulwerk, ASTA, OAKE, IDRS, MENC, Phi Mu Alpha Sinfonia String Pedagogy Notebook.
---------------http://odur.let.rug.nl/Linguistics/diversen/bach/pictures/bach1.html
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The videos Kelly mentioned are wonderful. They now come in a set (you can save a few $$$) called THE COMPOSERS' SPECIALS. Videos included are about: Bach (Bach's Fight for Freedom) Bizet (Bizet's Dream) Handel (Handel's Last Chance) Liszt (Liszt's Rhapsody) Rossini (Rossini's Ghost) Strauss (Strauss: The King of Three-Quarter Time) They are all very well done, including the costumes and transportation and lack of technology during that period of time. My social studies people love the reinforcement! They are all just under an hour. My students at all levels have enjoyed these. They are in several of the usual catalogs, and cost about $99 for the set. I think they are $20 individually, so you really get one free! They are produced by Sony (Classical film and video). I highly recommend them! Sue Johnsen (from ND) Another great video is "The Joy of Bach." It's 60 min. long and is distributed by Gateway Films, Box 540, Worcester Pa. 19490.
2. Who are the three people Frederic must serve?
3. According to the duke, what should Bach be practicing on the organ?
4. What is the responsibility of the Concert Master?
5. What instruments did Bach and concert performers play at the "Red Palace"?
6. What is the "Red Palace". Who lives there?
7. Why did Bach want to become Concert Master?
8. What is Bach's take on music?
BACK to Composers Topics
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JOHANN SEBASTIAN BECOMES A ‘BACH’: The Story of A Famous Composer
By Jane Brader, Rossman School
11/08 Part One 1695
Characters:
Mr./Miss Meyer (MM) (friends of the Bach family who have kindly
Mr./Miss Hoffman agreed to ‘return’ to help us learn the story)
Johann Sebastian Bach - a boy who will one day be very famous
Johann Christoph Bach – his oldest brother, a musician in another village
Wilhelm – Sebastian’s friend
Mr./Miss Hoffman: Now that he was an orphan, his family decided that Sebastian would leave his home and go to live with his oldest brother, Christoph, his wife and their young family in a distant village. The last day in their childhood home went something like this:
Christoph: Sebastian, I know how hard it must be for you to leave your home in Eisenach and say goodbye to your friends at the Latin School, but I promise you that very soon you’ll have new friends in Ohrdruf. Come on, (giving the boy an affectionate nudge) get your things and let’s go.
Sebastian: I promised to stop by Will’s house to say goodbye. (Looking slowly around the room) I can’t believe I have to leave here – everything I know I learned.
Christoph: I know, little one. We all do – you most of all, I’m certain. (Hands the boy a handkerchief) Here, wipe your eyes, and we’ll go to Wilhelm’s house. The cart will come tomorrow to d in this house from Mother and Father. (Starting to cry a little……) Christoph, I miss them so much. pick up all of Father’s music and instruments – at least we’ll have those.
Sebastian: All right. Wil is waiting for me. I – I guess it’s time to go.
Christoph: Yes, it is. Let’s look around one more time so we won’t forget all the happy times we had in this house. (They are silent for a moment.)Let’s be on our way – we have a long coach ride ahead of us. (He closes the door quietly behind them and the two set off down the street, then knock on a neighbor’s door.)
Wilhelm: (Opening the door) Hi, Sebastian. Looks like you’re all ready to go. It’s starting to hit me now that you are really going away. I’m going to miss you. Here is a loaf of my Mother’s delicious brown bread and some cheese for your journey. She wanted you to have it.
Sebastian: (Taking the packet) Thanks. And thanks also for taking my kitten to live with you.
Wilhelm: You’re welcome! Our old cat is acting a little bit jealous, but we are all hoping he’ll get used to Goldie pretty soon. Sebastian, I can think of only one good thing that will come from your moving away from here. Do you know what that is? (Sebastian shakes his head.) Well, at least now…I’ll be the smartest in the class!
Sebastian: You’re joking! You already are the smartest! I always had to work really hard to stay even with you!
Wilhelm: Yeah, right!!!
Christoph: Maybe you can visit Sebastian at our house in a few months, Wilhelm. We could send for you at the next school holiday.
Wilhelm: Oh, that would be good. Well – Sebastian, see you later. This place sure won’t be the same without you…….
Sebastian: I know. I hate leaving. (The two friends do an elaborate handshake ending with a brief embrace
Characters
Mr./Miss Hollenberg
Mr./Miss Meers (friends of the Bach family who have kindly agreed to ‘return’ to help us learn the story)
Mr./Miss Werne
Mr./Miss Zimmerman
Sebastian
Christoph
Georg Erdmann – a new friend of Sebastian’s
Mr./Miss Meers: Sebastian went to St. Michael’s church where Christoph worked so he could learn to play the organ there. Sebastian surprised his brother with how quickly he caught on, and soon he was an excellent player. Sebastian also learned about organ building and how to take care of the instrument. Organs need constant maintenance, and Sebastian was often sent “into” the organ to fix minor problems. The more he learned about the instrument, the more he loved it.
Sebastian: Christoph, may I go into work with you tomorrow? I found some music in your cabinet that I would like to learn to play – I could try it out while you take a break.
Christoph: Oh? Which music do you mean, Sebastian? (Sebastian hands his brother the manuscript.)
Christoph: Little brother! This is way too advanced for you to play. You need to continue working on your fundamentals – no way are you ready for this kind of a challenge yet! Put it away now, and don’t get it out again until I specifically give you permission!
Sebastian: (Indignantly) I’m not a baby! How will I ever get better playing the same old dull exercises day in and day out? I want to try something hard. I will work at it until I can play it. Why do you want to hold me back?
Christoph: Young man, do not speak to me in such a tone. I am well aware of your abilities and when you are ready for the next level, I will choose the appropriate music for you. I don’t want to hear another word on the subject. Please return the music to the cupboard and find something else to do.
Sebastian: (Realizing he can’t win this one right now) Oh, all right. Sorry if I was rude. (Changing the subject.) Is it okay if I go to Georg’s house? I finished my homework.
Christoph: (Smiling) That’s fine – it will do you good to get out of the house for a while. Just don’t stay away too long - be back in time to help with the children before dinner.
Sebastian: No problem. ‘Bye, Christoph.
Mr./Miss Werner: Sebastian and his new friend Georg Erdmann have a lot in common – both are bright scholars and very gifted in musical studies. Georg has played the drum for several years in the town band.
Mr./Miss Zimmerman: The boys take a short walk and sit in the park along the river. Georg is constantly “air drumming’ as he walks and talks. Sebastian tells Georg about the upset with his older brother and shares his frustration about not being able to play the music he found.
Georg: Well, I don’t know for sure, Sebastian, but I’d say if Christoph says you can learn the music when you’re ready, you should just practice a little harder and get ready sooner! Don’t let it bother you too much; he’s a pretty cool guy most of the time. (Drumming on the bench…….)
Sebastian: Yeah, I know. It’s mostly that he acts like I’m 4 years old. He was already away at school when I was born and he still thinks of me as an infant. It gets annoying sometimes.
Georg: My parents think it’s really nice that he’s taking you in and raising you like one of his own. (Drumming in the air……….)
Sebastian: I AM his own. And, yeah, I know. I’m lucky I didn’t have to go to an orphanage. And it’s good I didn’t have to give up my music.
Georg: No kidding. How many instruments do you play anyway? I’m starting to lose count! (Drumming…….)
Sebastian: Not that many! My first instrument was the violin. I think as soon as my arms were long enough to hold it, my Dad started teaching me to play. I remember picking out melodies on the clavichord, and one of my uncles would come to our house with a trumpet that he would let me play. It was fun, so I learned to play it a little.
Georg: Ok, so - violin, clavichord, and trumpet - we’re up to three. And now, of course, you’ve added the organ. And you’re only 12!
Sebastian: Yeah, like I said, I’m pretty lucky! The thing is - with all my relatives, going back three generationsbeing musicians, it seems natural that I’d play too. My great-grandfather, Johannes – everybody called him Hans – was the first one. He was a carpet weaver by trade, but he played at music festivals all over the countryside and all his sons and grandsons were organists and composers. Or they played several instruments or they sang or……..
Georg: Oh, yes - the singing! All the girls think you’re so fabulous because you sing so well! My sister’s teacher told her you had the (Sounding like a stuffy grown-up) “best voice she ever heard in a lad of your age!” (In a teasing way.) Whoo……………!!
Sebastian: Cut it out, Georg!
Georg: So, I guess the reason that musicians are called ‘Bachs’ everywhere is that your uncles and cousins from way back when have been playing at parties and dances, in churches and everywhere else all over the countryside!
Sebastian: Yeah, I guess so. Growing up hearing that - it seemed ordinary to me…….
Georg: Sebastian – there is NOTHING ordinary about you!
Sebastian: Oh, gee –that’s nice of you.
Georg: No, I mean it! In a good way!
Sebastian: Thank you. You’re not too bad yourself, you know! You can sing - and you’re a really great drummer!
Georg: Thanks. I love playing in the band – especially when we get to march in parades. I love all the rhythms. They get into my head and I can’t stop tapping them out.
Sebastian: Yeah, Georg. I get that! (They laugh together.)
Mr./Miss Hollenberg: The boys continued to be friends during their years at the Ohrdruf Lyceum. They received an excellent education – studying Latin, Greek, theology, arithmetic, history and the natural sciences. When they graduated, in 1699, they set off for the town of Luneberg, in Northern Germany to study music at St. Michael’s Monastery School.
Mr./Miss Meers: While there, Sebastian sang in the choir and was known for his “uncommonly beautiful voice.” In return for his singing in the choir, he received a small living allowance and free tuition at the choir school. When his voice changed, Sebastian accompanied the choir on instruments.
Mr./Miss Werner: During his years in Luneberg, Sebastian devoted much of his free time to developing his skills on the organ, and continued his study of repairing and maintaining the instrument - useful skills for a musician to have. Sebastian had an excellent reputation as an organist by the time he finished his education in 1703.
Mr./Miss Zimmerman: When he graduated from St. Michael’s School, at age 18, Sebastian was invited to test a new organ installed in the town of Arnstadt in July of 1703. The town council was so impressed with his playing that the current organist was dismissed and Bach was offered his position!
Mr./Miss Hollenberg: It was then that people began to say things like “ahh, yes, he is a true‘Bach’ – that’s for sure!” But this one, - this Johann Sebastian - was destined to outshine all the others.
Mr./Miss Meers: The Bach family was active in German musical life from the middle of the 16th century to the middle of the 19th …….
Mr./Miss Werner; ……that’s seven generations spread over three centuries! The names of more than 75 Bach musicians have been recorded…….
Mr./Miss Zimmerman:…...they were composers, violinists, singers, organists, some played in municipal bands, and some taught music to others.
Characters:
Mr./Miss Meyer (friends of the Bach family who have kindly agreed to ‘return’ to help us learn the story)
Mr./Miss Hoffman
Sebastian
Mr. Arnhilt, a church official in Lubeck
Mr./Miss Hoffman: In 1705, Sebastian received an inheritance of 50 gulden – more than half his annual salary – from an uncle. As you might expect, this made his life easier, and allowed him the freedom of some new experiences.
Sebastian: Mr. Arnhilt, I wonder if I may have a word with you?
Mr. Arnhilt: Certainly, Bach. Unless, of course you’re planning to ask for more money! There’s no chance of that! Not enough to go around as it is now!
Sebastian: I do have a request, but it is not for money.
Mr. Arnhilt: Very good! Very good, indeed! Well, then what can I do for you, sir?
Sebastian: You see, Mr. Arnhilt, the very talented Danish organist and composer, Dietrich Buxtehude is playing in the church in Lubeck. He is considered to be the best in the world and……
Mr. Arnhilt: (interrupting) ….yes, yes of course, I’ve heard of him. Go on, Mr. Bach……….
Sebastian: well, it would be a dream come true for me to hear him play once in my lifetime. The man is brilliant – I’m told he is most inspiring.
Mr. Arnhilt: Yes, yes, I quite understand. You could learn a great deal from Buxtehude. But what can I do about it?
Sebastian: I’m asking you for a short leave of absence, sir, so that I may make the journey to Lubeck.
Mr. Arnhilt: (reacting with disbelief) My goodness, Mr. Bach! Lubeck is 200 miles away. How do you propose to get there?
Sebastian: On foot, sir. I’ve no other way to make the journey.
Mr. Arnhilt: Are you mad, sir? You’ll be gone for weeks! I can’t get along without an organist for weeks on end.
Sebastian: I realize that sir, and I’ve thought of a solution. Two of my most skillful students will fill in for me in my brief absence. I think I shall need no more than four weeks away.
Mr./Miss Meyer: After he calmed down a bit, Mr. Arnhilt agreed to listen to the two organists play so he could be sure they were up to the standards of the church. Feeling satisfied that Bach’s duties would not be left unfulfilled, he agreed to a four-week leave of absence for his star musician.
Mr./Miss Meyer: The only hitch was that he stayed away for four months – not the four weeks he had been allowed. Fortunately, Sebastian’s employers were happy to see him return to work, and didn’t penalize him for the extra time off.
Mr./Miss Hoffman: And, remember? As it turned out, Dietrich Buxtehude died later that year. So if Sebastian had not made the trip when he did, he would have been unable to meet the great man.
Characters: (friends of the Bach family who have kindly agreed to ‘return’ to help us learn the story)
Mr./Miss Becker, Mr./Miss Huber & Mr./Miss Wolf
Mr./Miss Huber: Soon after, Sebastian fell in love with a girl by the name of Anna Magdalena. They were married in 1721. Anna was a musician, and Sebastian composed a series of charming pieces for her, which are found in the still popular “Anna Magdalena Bach Book.” Although busy giving birth to thirteen children, Anna helped Bach with his work, often transcribing the orchestra parts of his compositions for his musicians to play.
Mr./Miss Wolf: Bach led a purposeful life. He was devoted to his family and worked hard to provide a good life for them. He was devoutly religious and he composed hundreds of pieces of music for worship, dedicating all his work “To the glory of God.”
Mr./Miss Becker: Of Sebastian’s twenty children, only ten survived past infancy – unfortunately, it was common for youngsters to die of cruel diseases in those days. I’m happy to report that four of Bach’s children became famous musicians whose music is still known and played today.
Mr./Miss Huber: After Sebastian’s death in 1750, the Baroque era came to an end, musical tastes changed, and the large volume of music Bach had written lay forgotten and unheard. In later years, his children had some of his music performed in public, but it wasn’t until 1829 when the composer Felix Mendelssohn conducted a performance of Bach’s “St. Matthew’s Passion” that a true revival of the music of Johann Sebastian Bach began.
Mr./Miss Wolf: Sebastian would probably be surprised that more than 320 years after his birth, the world still listens to his music and celebrates his genius. Bach set high standards for future composers and gave the world untold musical riches. Johannes Brahms, another famous German composer who lived two centuries later, summed it up well when he said:
“Study Bach. There you will find everything.”
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LUDWIG von BEETHOVEN
06/16 LESSON: (Procedure, Background, Worksheet) http://www.primaryresources.co.uk/music/music.htm
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07/15 PASTORAL SYMPHONY - LESSON: http://www.primaryresources.co.uk/music/music.htm
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12/13 Here is a Prezi about Beethoven:
http://prezi.com/lxne-cpptdaj/beethoven/ ---- Kristin Lukow
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07/15 SIXTH SYMPHONY -4th Movement -- See FERNDINAND THE BULL - Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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SIXTH SYMPHONY:
Listen to movement 1 from the 6th Symphony (~10 mins) and draw/color on a blank sheet of paper. Then turn it over and repeat the process with the 1st movement of the 5th Symphony (~8-9 mins). Lots of contrast.
http://prezi.com/y1-nzez36jl3/an-old-irish-blessing/ ----- Kristin Lukow
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Poster to download: https://www.box.com/s/3eu0e1orkcr5pf6lle4g
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10/12 MK8 11:2 BEETHOVEN GAME I want to give a public "shout out" to Mary Lou May, from Illinois, who contributed an activity for Beethoven in Vol. 11, No 2. It's based on the very old TV show, "To Tell the Truth". One of my 5th grade classes today had so much fun reviewing Beethoven by playing this game. I made some very "cheesy" paper wigs for the 3 Beethovens to wear (we ALL know how messy he was, right!?) and they were a riot answering questions of their classmates with accents! ---- Barbara Bennett, Anchorage, Alaska
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SKIT: Narrator: Ludwig van Beethoven was born in 1770 in the country of Germany. He had a difficult childhood, and his father abused him. But, he is still one of the most famous composers ever.
Clara: I do not like that Mr. Beethoven! He played the most beautiful music for me. I cried. And do you know what he did? He laughed out loud and called me a fool!
Elise: I know. He wrote a piece for me called “Fur Elise,” and wanted to marry me, but he’s too mean and grumpy!
Countess: He also asked me to marry him, and dedicated the “Moonlight Sonata” to me, but I’m already married!
Johann: And he always looks horrible. A policeman who stopped him would not believe the “great Beethoven” would have such messy hair and dirty clothes!
Beethoven: I don’t care about anything but my music. "I cannot love what is not beautiful, or I would love myself." I know I don't take good care of myself, and am not very attractive.
Mozart: But this young man will give the world something to talk about. Keep your eyes on him. His music may be even more popular than mine someday.
Beethoven: Even when I’m alone, I’m not alone. I always hear music in my head, and must sing and figure out the notes as I walk. People think I’m crazy.
Johann: He wrote many piano pieces, and other compositions. He wrote 9 beautiful symphonies, and all were very popular.
Elise: Yes, but by the time he wrote the 9th one, he couldn’t even hear the music. He had gone almost totally deaf.
Clara: At the concert, he didn’t even hear the loud applause that the audience gave. One of the singers had to turn him around to see the people clapping.
Countess: Even though he didn’t have many friends, when he died there were thousands of people at his funeral to pay their respects.
Narrator: Beethoven was well-known and appreciated as a composer while he was alive. He died of liver failure at the age of 57. He is, and will probably always be, one of the most popular composers of all time. ---- Stacy Devaney
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10/08 VIDEO – Comical scene of couple having an argument to the first movement: Sid Caesar and and Nanette Fabray who was quite deaf and read lips like a fiend. Possibly from The Show of Shows.
http://glumbert.com/media/beethoven5
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12/07 POWERPOINTS: http://www.pppst.com/index.html
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12/07 CURRICULUM - Beethoven: Symphony #5- 4th m. - Great Curriculm ideas!
06/07 FREE ONLINE LISTENING KIT (.pdf) http://www.artsalive.ca/en/mus/musicresources/teachers.html
Introducing Beethoven (2000) 929 k
Listen to music: Symphony No. 1 in C Major, Opus 21; Additional information
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01/07 I just bought a new children's book about Beethoven that will be useful for many grade levels. The book is "The 39 Apartments of Ludwig van Beethoven" written by Jonah Winter, illustrated by Barry Blitt. Using actual historical research, the book answers the questions why Beethoven lived in 39 apartments and how movers managed to move 5 legless pianos. In answering those questions, facts about Beethoven's deafness and composing are explained. The book is written and illustrated in a humorous, engaging style that I'm certain will appeal to elementary students. I can't wait to use it when Beethoven is our "Composer of the Month." -- Barbara Lee
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Web Sites:
7/01 JOHN SUCHET on Beethoven: http://www.madaboutbeethoven.com/
People and places, Suchet on Beethoven, About, etc., Beethoven, the music
http://www.edepot.com/beethoven.html
http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
Student guide: “Composer’s Life and Times” (lower on this page)
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06/06 Use BEETHOVEN'S WIG #1 and #2 CDs(Award winning animated film) The students will love the parodies. -- Sue Michiels
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BEETHOVEN'S WIG #1 (Award winning animated film) - Sing Along Symphonies : http://www.musick8.com/store/searchresults.php
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06/05 There are two CDs called exactly Beethoven's Wig and then Beethoven's Wig 2. On each of the Cd's there are the songs which fit the music and also the music without songs. I purchased my CDs at Borders book store but I am sure you can find them on the internet too. That's all you need . I chart the words out for the kids to read and sing along when appropriate. I wrote the rhythms down for the dripping water and the kids actually tapped out the rhythm while listening to Delibes' Sylvia. It is hilarious the ad in the middle for a plumber...well worth the money. I use these as end of year activities especially with 4th and 5th grades. -- Sue Michiels
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02/03 WORKSHEET FOR VIDEO: BEETHOVEN LIVES UPSTAIRS
1. What nickname did Beethoven give to Kristoff?
2. What was the name of the housekeeper that Beethoven fought with?
3. What instrument did Mother play?
4. What did Beethoven say to musicians who complained that his music was too difficult to play?
5. How did Beethoven help Kristoff?
6. How many symphonies did Beethoven write?
7. What instrument did Uncle Curt play?
8. What did Kristoff's father work as before his ?
9. What problem did Beethoven have in the movie?
10. What did Kristoff do near the end of the movie that made him fear that Beethoven would no longer like him?
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01/03 I use PDQ BACH'S take on SYMPHONY #5
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I found a great site for Beethoven. http://www.madaboutbeethoven.com/ Lots of information. It even has a page about his mother.
http://www.madaboutbeethoven.com/pages/people_and_places/people_family/biog_maria.htm
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06/04 DIFFICULTIES WITH FATHER are wrenching and I find that the kids are respectfully silent when I talk about this. So many of them can relate.......... -- Contributed by Kathleen
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06/04 Show the scenes from "MR. HOLLAND'S OPUS" where Mr. Holland learns that his son is deaf and then it cuts to the classroom where he is discussing Beethoven's deafness. This had my 6th graders riveted, and when I showed the "Beethoven Lives Upstairs" video a few days later it gave them another dimension from which to view it. -- Contributed by Karen Reynolds
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06/04 LISTENING MAP: The people who make "Music Memory" have a great listening map for Beethoven's 5th, and maybe the Britten, also. Their website is aeideas.com
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SING THE THEME - #5
Theme I:
Girls: Beethoven's 5th! Beethoven's 5th! Oh would you like to go and hear Beethoven's 5th?(repeat)
Boys: To go hear what? Somebody's 5th?
Girls: Beethoven's 5th! 5th! 5th! I got great seats, the center row, I'll pick you up on Monday night. I'll even come in my new car and pick you up on Monday night.
Boys: On Monday night? On Monday night? Oh, I don't know, I just don't know if I'll enjoy that kind of show and is there Rock and who'll be there that I will know?
Girls: I really think that you should go and see a different kind of show. It would be nice if you would go and see a different kind of show. It would be good for you to go and see a different kind of how...Please?
Boys: But is it Rock and Roll?
Girls: No, it's different, oh so different and I think that you will like it. It's so pretty and so mellow with violas and some basses and I love to hear the cello. If you try it you might like it, If you try it you might like it, You might like it, come and see.
Boys: But are there singers? Is there screaming? Are there drummers, people clapping, Is there dancing in the aisles? I want to know before I go if there are singers, is there screaming, Are there drummers, people clapping, is there dancing in the aisles? I want to know!
Girs: You want to know so many things, just come along enjoy the show!
Boys: I want to know before I go in case I won't enjoy the show. I want to know...or I won't go!
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SYMPHONY #7: It was a piece of music by Phillipp Jakob Riotti, entitled Nocturne for violin and harp. With the exception of one chromatic sequence it sounded exactly like the slow movement from Beethoven's 7th symphony! I looked up the dates of these two men and found that they are contemporary of each other. So, who wrote the music, and who "borrowed" it? Did either give credit to the other? I don't have Groves, and my little Norton/Grove encyclopedia mentions nothing about it.
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I use "THE MAGNIFICENT SEVEN" by John Carter and Mary Kay Beall. They feature 7 composers, Beethoven included, and they have worksheets and cute, clever lyrics Beethoven's is to the Minuet in G and is called What's It Like to Be
A Prodigy? I also use the video, Beethoven Lives Upstairs. My students in 5th grade LOVE that video!
Project #2 Research Beethoven's childhood and present findings to class
Project #3 Create a soundscape of our school. They go out and walk the
school listening to its different sounds, then they go back out and capture
the sounds on tape and play their soundscape for the class
Project #4 Create a collage about Beethoven
Project #5 Rewrite the lyrics to "Ode to Joy" (boy do I get some dooseys)
Project #6 Work in pairs - one as Beethoven the other as a reporter and
interview the great composer.
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SYMPHONY #5: For younger kids (about 6-7 years old) give a 5-minute brief history of Beethoven. Invariably someone will mention the movie about the dog Beethoven. I use that as an introduction to Beethoven's 5th Symphony. We recall that at the beginning of the movie the dog didn't have a name. The little girl began practicing the piano. The dog started barking when she played Beethoven's 5th Symphony. Since he liked the music so well, they named him Beethoven.
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For grades 3-4, I love to use the movie "Beethoven Lives Upstairs." That entire series of videos is tremendous. "Rossinni's Ghost" is one I use in October. "Bizet's Dream" and "Liszt's Rhapsody" are good, too.
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There is a wonderful series of coloring books that can be incorporated in these lessons called the Great Composer's Coloring books. There are also specific coloring books for "The Nutcracker" and "Peter and the Wolf." If anyone would like the publishing information and ISBN's for these, e-mail me privately.
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When I teach about Beethoven, I use as many of the things that made him more human. I try to make him so reachable the kids can almost touch him. I know they are interested because you could hear a pin drop. Here is what I include in the lesson:
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Videos: Amadeus, Immortal Beloved, Just an idea, Neither of these movies is such that you would want to show them in their entirety to elementary students. I did, however, show the funeral segments of each, Beethoven from Immortal Beloved, and Mozart from Amadeus. The contrast is amazing.
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There's also a great PDQ Bach recording where they do Beethoven's 5th commentated like a football game. It's really clever!
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I don't know if this is something you'd be interested in but I have a WONDERFUL booklet and tape, called "Magnificent Masters of Music" by Herb Parker, Jr. and Zoe Ann Parker Healy. It features composers from the classical and romantic periods . Herb Parker does a great job of taking a famous composition (usually one that the kids have heard before) and puts words to it, which the kids love to sing along with.
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There is a video of Leonard Bernstein conducting Beethoven's 5th. My kids love it for the music and to watch Leonard in action!
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BEETHOVEN: Sextet in Eb, Fourth Movement (Rondo) Call Chart
Triple meter refers to accents every 3 beats (such a 3/4 or 6/8)
Note to teachers: do 2 listenings; one for elements (below) and the second to assign 'like' and 'different' sections (lettered columns to left of text below. (Assign a letter to first section (a..) write that in blank beside 'a.' then proceed to assign new or same letters to each additional section.
c. A-----3. Does this sound like another section you've heard? Yes or no
d. C-----4. Begins in a major or minor key?
------------(Listen for the "rests" in this section; can you hear the "stacatto" attack by the instruments on the notes?)
e. A
f. D-----5. What family of instruments are playing the harmony under the brass?
---------------Strings Woodwinds Brass Percussion
g. A
h. E-----6. Major or minor key?
i. A-----7. Listen to this section and when it ends:
(Underline one:) Was it a full section or part of a section?
-------------(This "tail" at the end of a piece is called a coda.)
---------8. What form is this whole piece of music? (circle one:) AB ABA or Rondo
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Fantasia 2000
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BEETHOVEN LIVES UPSTAIRS, (ETC.,) I love the videos! My students love them. My school doesn't like us to use videos (even good learning ones) so I usually use them the last week or two that I teach. The kids are horrible and don't want to be there. It is much easier than TRYING to teach. I also use the book that goes with the videos. It is called: Composers' Specials Teacher Guide. It is in the West Music (http://www.westmusic.com/) catalog Item #: 805147 Catalog Item #: MUHA0135. I misplaced my book and have been without it for 2 years. At SCMEA I saw it on sale and bought it. I figured if I hadn't found it for 2 years I must have loaned it out or really lost it! Denise Arthurs in SC
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LEONARD BERNSTEIN
10/08 http://www.youtube.com/watch?v=nZJ1Tgf4JL8
http://www.youtube.com/watch?v=AQ3GpUldYvE
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12/07 CURRICULUM: See "Bernstein Beat" (Season 2007-08) at
http://www.minnesotaorchestra.org/education/curriculum_index.cfm
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Web Sites:
http://leonardbernstein.com/
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GEORGES BIZET
04/05 BIZET'S DREAM Video VHS only - $19.95 Twelve-year-old Michelle Marin doesn't like her piano teacher. Monsieur Bizet is irritable, forgetful, aloof - distracted by a failing marriage and the rigors of composing his new opera. But as the composer begins to tell Michelle the story of the gypsy Carmen, her imagination is captured. For, just as in Bizet's opera, her soldier father is stationed in Seville ... and she fears he will never return. Set in Paris in 1875, Bizet's Dream is the story of an unusual friendship between two people who share the ability to feel life deeply and a beautifully filmed testament to the power of music to set those feelings free. Patricia Albritton
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03/03 Video: "Bizet's Dream"
A young girl, Michelle, who takes piano lessons from an up and coming French compser, Bizet, lets her imagination get the best of her when the plot of his opera becomes entangled with situations in her own family's life. More often than not, there is no concentration on music lessons because of Bizet's preoccupation with his own compositions and Michelle's longing to have her father come home from the army.
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Bizet, Georges (1838 - 1875) (Summary written for lower elementary)
Georges Bizet was a French composer who wrote the famous opera, "Carmen." He also played piano very well.
Symphony in C / Jeux d'enfants Scenes Bohémiennes
Carmen Suite No.1, III Aragonaise 48159.html
Symphony in C major, IV Allegro Vivace 48264.html
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JOHANNES BRAHMS
12/11 Hungarian Dance #5: This selection is in the Listening Resource Kit 2. My favorite activity to do with this selection is to play a cat and mouse game. Creep like a cat when the music use long notes and scurry like a mouse for all of the short notes at the end of the phrase. Make sure the cat pounces on the final chords! I've done this when all the kids are both cat and mouse, and I've done it when part of the group are cats and the other part mice. It's a great listening exercise and it's a lot of fun! ----- Denise Gagne www.musicplay.ca Musicplay – the Sequential Text Series [email protected] 888-562-4647
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06/10 PARACHUTE ROUTINE: Hungarian Dance #5/BRAHMS (With Explanations)
Formation – students are standing around the parachute, holding it w/both hands. (best not to use any of the handles) Unless stated otherwise, parachute is at waist level.
ONE 0:00 – 0:13
Trot/jog to the right for 16 beats. Turn and jog left 8 beats. Kneel and make fast, small “ripples” on the floor w/the parachute. Stand.
0:14 – 0:26
Repeat ONE. Tighten parachute near the end (getting it ready to be a drum head)
TWO 0:27 – 0:33
Hit the parachute 3 times to match cymbals. Then do a small “poof” (chute up/down)
Repeat.
THREE 0:34 – 0:41
Still kneeling, do “slow motion waves” by slowing moving your arms up/down in random order to make the parachute look like it’s rippling in slow motion.
FOUR 0:42 – 0:44
Stand and do a big “poof”.
0:45- 1:02
Repeat TWO and THREE and FOUR but standing.
FIVE 1:03 – 1:11
Previously count off by twos. According to teacher’s silent signal (finger), all ONES let go of chute/spin around once/grab chute. Then TWOS let go/spin/grab. Repeat.
SIX 1:12 – 1:36
“Pass” the parachute to the right. Quickly “rub” the parachute during the quick music between the long chords (you’ll hear it!) The rubbing makes a cool sound if the parachute is tight. Repeat, passing it to the left. Rub right, pass, etc. This will LOOK similar to step ONE but the students aren’t jogging.
1:37 – 2:11
Repeat ONE (abbreviated), TWO, THREE and FOUR. End w/three more parachute drum hits on the cymbal crashes.
Notes – This may look more complicated than it really is. I did it four times today (12Feb10) w/four third grades. Though not always exactly the same, my process was similar to this:
-listen to the music. In about the second half, I began doing some of the moves.
-listen again. I did all the moves.
-ask the students to show me some of the moves.
-practice the moves (the passing of the paracute in step SIX seemed best done w/the parachute in hand.)
-make a circle and paractice all moves w/o the parachute or music.
-practice all the moves w/the music playing.
-add the parachute. (optional layer here is doing the moves w/the chute but w/o the music)
15-20 min was sufficient.
When we’re practicing the moves and approach step SIX (passing the parachute) I count off for them….looking them in the eye and quickly telling them their number…showing it also on my finger.
The classes that did the best today were those that LOOKED at the parachute while doing the moves…working with each other to make the parachute DO what you want it to do! This was a good lesson for me, too. Also, gentle reminders to keep the parachute TIGHT seemed helpful.
My recording tempo is about quarter note = 120 at the beginning. Of course, depending on your recording, the track numbers may be different. Still, the sections and changes are so obvious that I think it’ll be easy to make the suggested movements match the music.
Now that I've heard a live performance of this piece (today) I'm thinking that my recording may be a bit shorter than the "real thing"....missing, perhaps, one more run through of the final section. If this is the case with your recording, just repeat the movements for that section (it'll be very natural) or make up something!! I used a 12 ft parachute from the phys ed teacher. I have about 15 students in each of the seven third grades I did this with.
Jog right/left. Kneel, ripples. Stand, repeat jogging and ripples.
With tight parachute, hit three times, small poof. Repeat.
Slo Mo waves.
Stand, big poof.
With tight parachute, hit three times, small poof. Repeat.
Slo Mo waves.
Big poof.
“Ones” let go/spin/grab. “Twos” do the same. Repeat.
Pass chute to the right, rub, pass left, rub, Repeat.
Repeat jogging to the right, left, kneel ripples as in beginning,
Hit three times, small poof, repeat
Slo Mo wave.
Big poof.
Three hits. ---- Daniel J. Fee
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06/09 Story and Dance to Johannes Brahms’ “Hungarian Dance No.3”
(can be found in Silver-Burdett’s Making Music, Grade 1) - By Nikki Febinger
Directions:
1. Tell the story
2. Make the students listen to the music with their eyes closed, picturing the story in their minds
3. Practice the dancing steps
4. Perform to music!
Story
A – Once upon a time, there were three little fairies who loved to fly. They would fly to
their friends’ houses, fly to the lake to drink, and fly to the flowers to sit. When their wings got tired, they would go home to rest until they could fly again.
B – But there were also three mean, ugly, horrible ogres who didn’t like the fairies.
They chased after the fairies every chance they got!
A – But the fairies just flew away, laughing, and sprinkling golden fairy dust on the
ogres. One day, however, the fairies flew too far and got tired.
B – they were on their way home, when the ogres came and started to chase them
again. The fairies couldn’t fly fast enough to escape, and they began to droop down lower, and lower, and lower. The ogres were going to catch them! Oh, no!
C – but just in time, out of the forest came three handsome princes on three beautiful
white horses! They galloped on their horses, chasing the ogres away…
B – and the ogres lumbered off into the forest with terrified looks on their faces.
A – The fairies thanked the princes, and flew home to rest.
Dance – (I used hula hoops to keep the students in more of a confined space. You can simply use the space you have, letting them roam, or keep them in one spot and just go through the actions.)
A section – Fly around the hula hoop, lifting your wings when the music “lifts”. Follow
each other around the hoop!
B section – with one foot inside the hoop, sway from one side to the other while walking
with raised arms and a mean face (think “Frankenstein”).
C section – gallop on your horses around the hoop!
(after last A section, lie down to sleep)
Very simple, but my students loved it! --- Nikki Febinger
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06/09 LESSON: Materials Needed: hula hoops, copy of "Hungarian Dance No.3" by Johannes
Brahms - Grade Level: Pre-K and Kindergarten 1. Place hula hoops on the floor to mark spaces. I used one hoop for every 4-6 students.
2. Tell the students the following story: "Once upon a time there were three little fairies that loved to fly. They flew around the lake, in and out of trees, around the flowers -- anywhere! When they got tired, they would fly back to their houses and rest until their wings regained their strength. (A section) "But there were three ugly trolls who were jealous of the fairies. The trolls couldn't fly -- they could only lumber and lurch around. So they tried to catch the fairies whenever they could. But the fairies would just laugh and tease the trolls, and then fly away.(B section) "One day, the fairies had flown much farther than usual. (A section) They were just about to turn around and go home to rest, when along came the trolls! (B section) The fairies were so tired that they couldn't fly quickly, and the trolls started to catch up. Oh, no! The fairies are drooping lower and lower, and the trolls will get them! Fly, fairies, fly! "Suddenly, out of the woods rode three handsome princes on three beautiful white horses. (C section) They chased the trolls away -- faster and faster the trolls ran! (B section) "The fairies danced around and thanked the princes, and flew awayhome to rest." (A section and all fall down to sleep)
3. Play song and perform the three sections of the dance as a visual cue for the students-- fairies flying, trolls lurching, and horses galloping. Fairies: tiptoe around the hoops, waving arms Trolls: one foot inside the hoop and one out, lurching back and forth with arms held out (think Frankenstein) Princes: gallop around hoop
4. Practice moves with students. BE SURE TO TELL THEM that this is a ballet -- NO NOISE! Only dance when your music is going on; when it's over, sit and watch the others perform. But be ready for your next turn!
5. Perform to the music with as many combinations of students as you like! I made the K girls be fairies, the K boys be trolls, and the Pre-K (we have a mixed class) be the princes on horses.
6. If desired, explain ABC patterns, or rondo form, or accelerando, or whatever else you're working on that has to do with the activity. --- Nikki Febinger
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Web Sites:
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I used this piece a few weeks ago! I love it myself, and I think the students enjoyed it too. They are of course familiar with the song America, and I made sure to play both our textbook recording and K8's recording of it before we listened to the Variations. Then we talked about what Variations were, and listened to the piece quietly (they were so quiet it was amazing!) while I called out each variation. I asked the students to perhaps try and relate each variation to a visual image, or even a word. And you know what - they did! They had so much to share after just listening to it once! What was really neat was how many students thought of a story, not just individual images but connecting ones. The next class period I gave each student a paper with "Variation 1", etc. written across it. I explained that we were making a map of the music, and that they needed to sketch a *quick* picture for each variation. They did this well also, and were eager to share their maps when they were finished. It was really quite interesting to see how many people drew similar images for the similar variations - and no, they weren't even sitting next to each other! I myself drew several things (like a sinking boat, a flag, or fireworks) that several students also drew. Again, lots of students drew entire story boards; and the really quick ones even colored them :) It was really neat. I would recommend it. I did this with fifth grade.The difficult part is analyzing the piece yourself - its tricky for a Theme an Variations! I have since revised my own interpretation - I'm not even going to tell you how many variations I told my classes there were: it was way too many!
A-----a. Which family has the theme? strings; woodwinds; percussion
------b. What family has the rhythm: strings; woodwinds; percussion
-------c. Listen to: // // on strings
Followed by: /// /// on strings
A-2----d. How is the tempo different here? slower: faster
-------e. Do you hear this rhythm? ( )
A-3----f. Which instrument family is playing? strings; woodwinds
-------g. Which insrument family is playing? strings woodwinds
A-4----h. Is the key................................. major minor
-------i. Is the meter............................. 2-4 or 3-4
A-5----j. Is this tempo: slower faster
-------k. Can you hear the triplets: ///
A-6----l. Is the tempo: slower faster
-------m. Did the dynamic level change? yes no
A-7----n. What instrument do you hear? trumpets trombones
-------o. Is this key............................... major minor
-------p. Listen for the rhythm: I. / I b. I. / I
A-8----q. Is the meter......................... 2-3 or 4-4
-------r. Do you hear: \ \ or / /
A-9---s. Is this tempo: slower faster
------t. Can you hear one instrument building on the next?
------u. Can you hear this rhythm? 4 7 / / 7 7 / / 7
------v. What family of instruments play this rhythm? (Str WW Perc)
------w. This section is called a coda (tail ending); Listen for individual instruments and families & circle ones you hear:
flutes clarinets oboes bassoons timpani bass drums
triangle xylophone chimes trombones trumpets french horns
strings \BACK to Composers Topics
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BENJAMEN BRITTEN
07/15 The Young Person’s Guide to the Orchestra, Opus 34 - See "TIN FOREST" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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JOHN CAGE
10/12 JOHN CAGE I did 4'33' with my 7th grade class, and it really invokes some amazing conversation. I didn't tell them that THEY were the performance until the end, which was funny because one kid kept talking throughout. They remembered it all the way through our course.
I just told them the name of it, and played a video of it. Then I talked about when it is live they would have been the unique factor in that one performance of it and about John cages beliefs about sound and music. They were enthralled by the video because they didn't know what to expect so they watched the whole thing thinking something unique would happen. Worked well. Then they asked to perform it. ---- "Ashley Porter" br>---------------------------------
I purchased John Cages' Piano Sonata's CD (it was only $8.00). In it, it had a diagram of the alterations that he made to the piano. It says what he used, which strings to put it on, and how many inches to place it away from the start of the string. I didn't prepare it exactly as he did, but I used some of the same things and some things around the classroom to show them how different items would make different sounds. He basically used a pencil woven between the strings, some nuts and bolts, and a piece of plastic. I didn't tell them anything about the piece before I played it. Sonata V worked really well because it has a nice beat to it so the kids liked it. I also told them about John Cage's piece with a room full of radios. The next day I played the Beatles for them and one child asked if John Cage was as famous as the beatles - I thought that was neat. After I performed the piece of 4 minutes and 33 seconds of silence (didn't do the whole thing, but they got the point), we talked about what music is and why this is music. We talked about experimenting with music and how John Cage was famous for using chance in his music and how he wanted to be different. Anyways, my sixth graders were fascinated by it, so I think fifth grade would love it as well. -- Contributed by Catherine Urso
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FREDERIC CHOPIN
WEBSITES:
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CMA Table of Contents: http://www.uen.org/utahlink/lp_res/cma00.html
(Outline of KUER’s Classical Music Appreciation curriculum, lessons, composers, instrument, a music history timeline;)
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01/03 AUTUMN LEAVES
Music: Chopin's Minute Waltz
Materials: large construction paper leaves (laminated if possible) cut in various leaf shapes but each should have a match, enough for all students to have two off the same "tree." Opt. magic wand (Dollar Store). Opt. book Autumn Leaves by Ken Robbins and recording of Vivaldi's Autumn (first movnt.) for prep. activity.
Activity:
Have all the leaves cut out and laying in a big pile.
~ Listen to the Chopin while wiggling fingers and moving hands like leaves dancing and drifting through the air.
~ Choose a leaf from the pile. Have one student come up and find a
match, then carry both leaves back to his/her seat. Continue until all students have two matching leaves.
~ Spread out around the room. The kids hold their leaves in hands like trees.
~ Teacher = the Wind Fairy who blows around and makes the leaves dance, sometimes wildly and fast, sometimes gently and slowly.
~ Basically, let the music tell you how to move: it's obvious ABA. Run around waving your wand and the kids will run around waving their leaves. Then slow down and make smooth movements with the wand and they will move differently without you even telling them to. Then back to the running, dancing part.
~ At the end, toss the leaves high in the air and watch them fall, students leaving their arms up in the air like naked trees.
Contributed by Judy Schneider --????Contributed by Sandra Elder
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Frederic Chopin was born in Poland in 1810. Most of his compositions are written for piano. His music is famous for it's strong, passionate feelings and was very different for it's time. (Imagine singing rap 50 years ago!) The great artist, Eugene Delacroix was a close friend of Chopin. The composers Chopin admired most were Bach and Mozart. In 1831, Chopin moved to Paris, France. though he continued to have a great love for his native country (Poland). He eventually left Paris to live with his friend (the famous poetess, George Sand) in Majorca. She took care of him (nursed him) through a long period of illness from tuberculosis. He died in 1849. Mozart's famous "Requiem" was played at his funeral in Paris. BACK to Composers Topics
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AARON COPLAND
06/09 HE SAID: Copland was guest conductor for the Cincinnati Symphony Orchestra. I absolutley loved his music. The concert was during a school day, so I talked two of my friends to skip school with me to go to the concert. (One friend is now my husband!). We called each other in sick that day pretending to be parents and drove the 40 minutes to Cincinnati to see the concert. (If my own kids would have done something like that, they would have been in BIG trouble) Anyway, after the concert we made a beeline for the green room and were about 3rd in line. One of his people opened the door and there he was in his boxers! After he finished dressing, we talked to him - he gave me an autograph. I have the whole encounter on audio tape (it was in my purse recording the whole concert - another illegal act). I still remember the conversation...The people in front of us were big wigs of some sort and were introducing themselves as such. When it was my turn I said " Hi, my name is Tari and I'm just a nobody" He replied "Nobody is a nobody" I was on cloud nine. --- Tari McKee
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06/09 FANFARE FOR THE COMMON MAN: You can do a comparison/contrast [activity] with two different performances of it: one standard performance by an orchestra and a different performance of it by Emerson, Lake, and Palmer, a rock band. It could [possibly] work with a Venn diagram. --- Meredith Harley Inserra
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01/07 I did a Venn Diagram activity with 6, 7, and 8th grades: they compared the Copland Fanfare with John Williams Oylmpic Spirit. [It] came out really well, too. -- Margo Rainone
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01/02 www.usamusic.org (click on American Music Initiative then on next page, click on "View Current Lessons" at bottom of page)
Timeline of career & photo of parents: http://memory.loc.gov/ammem/achtml/actime.html
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02/03 The Hoedown is one of my favorite pieces for movement. Have the kids form an alley (like a contra dance)
Intro: a few kids on side play "pretend" violins temple blocks - some "cowboys" gallop around and exit
A section: Main themes: Have kids move forward and back (4+4 beats) 1 side for 1st theme (do/do ti do) and other for the 2nd theme (mi so mi).
In B section, have 3 solos move for 16 beats each, then do a reel. "cowboys" enter again, gallop and get tired. Exit. A section returns: Repeat actions with themes 1 + 2.
At end everyone throws hats.
Contributed by Erica Davis
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I co-ordinate Appalachian Spring and jazz with separate social studies unit in gr4: The story of "Appalachian Spring" by Copland is about wedding preparations in a small town in the Appalachian mountains of PENNSYLVANIA. I teach this as part of my gr4 unit on 'PA music and musicians'. We learn "Simple Gifts", study theme and variations, then listen to "App Spr" excerpt. One year I also showed the ballet excerpt but haven't had time for the video lately. I use a map transparency to show how the Appalachian Mts run from Maine to Georgia (mention Appalachian trail) and compare it to the Allegheny Mts (which run through western PA where we live -- Pittsburgh area) etc. But I do this as PA related when they study this region in social studies -- not with the southern states. Things I tie in when they study the middle and southern regions: 1) the Preservation Hall jazz band in TN; 2) Gershwin, who brought jazz out of its beginnings (in the bars of New Orleans) and moved it to the concert arena; 3) Drinking Gourd/spirituals/Civil War
The young cowgirl in this story is a tomboy. In other words, she has always been like one of the guys. she dresses like one in dungarees and boots, rides like one and acts like one. But one day she realizes that she wants to gain the attention of the boys as a girl.
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04/02 My 6th graders learn about Aaron Copland each year. I choose Copland because he is an American composer who chose to incorporate folk music into his compositions...and folk music is the basis for my teaching. All of my students have seen the beef commercial which has run periodically on T.V. for several years now. As they enter the 1st class of this unit, they all take a scrap of paper and a pencil and I play "Hoedown" from "Rodeo." When the familiar music is heard, they all know just when to add, "Beef! It's what's for dinner!" This has them hooked.
When I'm done reading, we give each person a chance to read their fact. I'm amazed at how little overlap there is! They have fun, listening attentively and learn so much more about the composer than if they just sat there at listened!
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~The Heiress (L. DeHavelland, M. Clift, M. Hopkins, B & W, 1941): the movie score for which he won an Academy Award. Watch the final scene and discuss how he used music to help tell the story. Volume? Texture? Tempo? Mood? Instruments used?, etc...
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Aaron Copland ------------------My name is_____________________________
1. What genre of music did Aaron Copland write (circle one)? a. rock and roll b. classical c. marching band d. the blues
2. What instrument did he play well? a. drums b. flute c. guitar d. piano
3. Where is Aaron's hometown? a. Boston, Mass b. Detroit, MI c. Brooklyn, NY d. New York, NY
4. Aaron left America to study music in: a. Paris, France b. Nairobi, Kenya c. London, England d. Mexico City, Mexico
5. While there he studied with a famous music teacher named:
a. Laurine Copland b. Nadia Boulanger c. Leontyne Price d. Nadia Solerno Sonnenberg
6. Aaron's early music combined classical music with sounds he heard in bars and clubs. This popular music was called:
a. railroad songs b. jazz c. country d. rock and roll
7. He took a trip to Mexico with a friend and wrote a piece of music about his visit. He called it:
a. El Salon Mexico (The Mexican Bar) b. El Diabolo Mexico (The Mexican Devil)
c. Agua Mexico (Mexican Water) d. T'amo Mexico (I Love You, Mexico)
8. Aaron's ballet about the cowgirl who loved the cowboy is called: ;
-----a. The Red Pony b. The Heiress c. Rodeo d. Howdy, Pard'ner
9. What wild-west outlaw did Aaron write a ballet about?
a. Wild Bill Hickock b. Billy the Kid c. Kit Carson d. Calamity Jane
10. Aaron Copland got an Academy Award for his music in the movie: a. The Red Pony b. The City c. He Got Game d. The Heiress
11. Extra Credit Points (one per answer):
Other stuff you know about Aaron Copland that I didn't mention on this test:
__________________________________________________________
__________________________________________________________
answer key: 1. b 2. d 3. c 4. a 5. b 6. b 7. a 8. c 9. b 10. d
For Simple Gifts by Copland.... Take some boxes and wrap them up as gifts (complete with bows!!) and then cut out cool instrument pictures. Each gift box should have the picture of the instrument (or instruments) for a variation. Have some kids hold up the boxes (in random order, of course) and the rest of the class is in charge of putting them in the correct order. Divide them into small groups and assign a variation to each group...each group must select the correct "gift". Then have the kids draw a map of the whole song. There is a beautiful picture book of the song with wonderful Amish crafts and nature pictures you might want to share with them as a visual the first time they listen. I'd also have them sing the song!! All verses.
There is so much you can do with this piece.....study theme and variations and have the kids make up thier own variations, study the Shakers (furniture, architecture, dance), see the video of the Martha Graham ballet (hard to find but I did get it through interlibrary loan and it is wonderful!). I love to teach this music!
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Fanare for the Common Man - great for identifying brass and percussion. I find
the gong hard for kids to hear really well in the recording I have, but perhaps
in others it's better. I had my 6th graders split into two groups - one group
stood for brass, one stood when they heard percussion.
Compare the Copland Fanfare to Joan Towers "Fanfare
for the UNCOMMON Woman"
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H. COWELL
10/12 We removed the covering on the upright piano above the pedals and showed students the strings. Then we let each student take a turn playing them like Cowell did to create their own "Banshee" music. They loved it! To compare/contrast the timbre of the keys vs. the strings themselves would be very interesting. You could keep track of their answers on the board in a Venn diagram. ---- Leslie Furrow and Revonda Mosser.
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FABULOUS BOOK! The Banshee by Karen Ackerman/David Ray. Great illust. and beautiful prose!!!This lesson teaches: about Cowell, his most fam. song, how the piano works, how music can be used to tell a story/evoke feelings, how to work together as a musical-team (ie. band/orch/choir), and proper performance ettiquette. And that's a lot to from one lesson! GRADE: k/1stMATERIALS: bk., recording of The Banshee by Henry Cowell, stereo, piano that opens to expose strings, opt. 3-5 plectrums: guitar picks, keys, wood dowel, paper card folded, etc... (different sounding ones).PROCEDURES :Play the Banshee as they enter. After, ask for feedback re. feelings evoked and/or what they think it's about. Listen again while reading The Banshee. (Sometimes I play it first to see if they can guess the single instr. being played)Tell about Henry Cowell and how he experimented with the piano's harp tomake the sounds .Open classroom piano to expose the harp, and demonstrate some techniques: rubbing horiz., fingernail scraping vertic., plucking, patting with palm, etc. Demo. the sustain pedal. Divide into teams of 3-4 (5 max if they're tiny people).Each team gets a chance to make some Banshee music while the rest listen.Turns are finished when they hear the aud. clapping (Teacher caninitiate applause to end the turns). When they hear clapping, stand and take a team-bow. My students love this and remember it yrs. after.
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Book: The Banshee by Karen Ackerman/David Ray. Great illust. and beautiful prose!!!
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This lesson teaches: about Cowell, his most fam. song, how the piano works, how music can be used to tell a story/evoke feelings, how to work together as a musical-team (ie. band/orch/choir), and proper performance ettiquette. And that's a lot to from one lesson!
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They are from Kagan Cooperative Learning. $5.00 for the set - I believe there are 10 sets of cards, 16 cards in a set. They come on sheets which you cut (then I had them laminated). There is a website and a catalog available. Phone # 1.800.WEE CO-OP.
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PETER MAXWELL DAVIES
07/15 AN ORKNEY WEDDING WITH SUNRISE -- See "WORLD MUSIC" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
07/15 Five Klee Pictures - - See "PICTURES AT AN EXHIBITION" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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CLAUDE DEBUSSY
07/15 The Sunken Cathedral - - See "PICTURES AT AN EXHIBITION" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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06/09 Brief Biogrpaphy: http://brebru.com/musicroom/musicians/debussy/debussy.html
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06/09 Biography: http://www.notablebiographies.com/De-Du/Debussy-Claude.html
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06/09 CLASSICS FOR KIDS: http://www.classicsforkids.com/composers/bio.asp?id=22 ---
(Click on ‘learn more’)
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07/03 I have used Debussy in class and find that the kids are captivated by it. I use "La cathedral engoutie..." and we cut it up into "themes" and story line; dawn, waves begin, monks heard chanting, bells ringing, cathedral rises slowly, cathedral sinks, voices go away, tide washes over and the sea is calm again. The end! They LOVE it. We then draw a mural to depict the story line. Fun activity - but NOT VOCAL, right??? -- Contributed by Patty in AR
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10/01 There is a wonderful song called "La Belle au bois dormant" (1883) which is the Sleeping beauty story.
"Nuit d'Etoiles" ("Night of Stars" or "Starry Night" 1875), one of his first songs, which has some wonderful "tone painting."
Along those same lines is "La Mer est plus belle" ("The Sea is Very Beautiful" 1891) in which you can hear the rolling waves in the piano accompaniment.
A very timely piece for our time is call "Noel des enfant qui n'ont plus de maison" (1915). This was the last song that he wrote prior to his death. Loosely translated it is about children made homeless due to war.
Claire du Lune- Have them close their eyes and picture the moon as they listen. I tell them to make a Fantasia movie in their head. They love to share what they saw.
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10/01 I have a Debussy tape recorded by Tomita - all synthesized music - entitled The Snowflakes Are Dancing. I got it years ago after attending a workshop and the facilitator read A Goggle of Witches with the Snowflakes music playing in the backgroud - it was so cute I just had to have my own music. Now that I don't have little ones (and have to be sooo careful with witch-y things in my area) I used the tape for mirroring activities. You know, when the kids are in pairs, facing each other and have to mirror each other's movements. The Engulfed Cathedral is lots of fun for this - and at the end of the activity (while the music is still playing), I have them move in slow motion back to their seats. That is SO funny to watch because some of the kids are very good at this type of thing - and VERY dramatic. :)
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The Classical Net: http://www.classical.net/music/comp.lst/debussy.htmlBACK to Composers Topics
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MANUEL DEFALLA
07/15 Bio: http://www.famouscomposers.net/manuel-de-falla
07/15 Lesson: http://www.gomesfame.com/Documents/2013-2014/Manual%20De%20Falla2014.pdf
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PAUL DUKAS
12/11 SORCERER’S APPRENTICE It's fun to do a little math activity with it to demonstrate how chopping
the broom just makes themes multiply. You can just do it on the board with a big square, cut it in half - you have two. Cut those in half and you have 4 pieces. You can ask them to figure out how many cuts you'd have to make to make 64. Let them estimate and then you show it at the board. Then ask them how many more brooms there would be if you cut each ONE more time. Perfect tie-in to music notes. ----- Martha Stanley
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01/04 POEM: Goethe poem that inspired “The SORCERER'S APPRENTICE”
http://www.everypoet.com/archive/poetry/Goethe/goethe_the_pupil_in_magic.htm
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11/03 Translation of Goethe’s poem for “Sorcerer’s Apprentice”
http://www.communitas-saturni.de/English_Home/Art/The_Pupil_in_Magic/the_pupil_in_magic.html
01/03 I teach this to my third graders every October, since Paul Dukas's birthday is 10-1-1865, and it is so perfect for the season. There is a terrific little book/record set that I found at an F&M drugstore maybe twenty years ago. It's probably out of print, but maybe not, as it was illustrated by Tomi di Paula. On one side of the record, a story teller told the story word for word from the book, so we spend the first of the three necessary class periods listening and looking at the pictures.
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The number of cards I use is just the 14 I listed, so not every child has a card during this lesson/presentation. These were the cards I listed in my original letter (Words within asterisks are not on the card, but are included to explain for you.)
2. Spooky castle music
3. Apprentice's mischievous music
4. Magic words (I) *start the broom *
5. Broom's music
6. Swirling, pouring water
7. Rising water
8. Magic words (II) *(fails) *
9. Hack, chop, whack
10. Many brooms
11. "Help, help, help" *(3 falling notes on French horn) *
12. Magic words (III) *- sorcerer *
13. Return to quiet River music
14. Broom smacks apprentice four times.
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06/22/02 One year when I did the Sorcerer's Apprentice with my 3rd graders, we watched the Fantasia video. Another day I had them draw pictures depicting a scene from the story. Several drew Mickey Mouse. The next year I was careful to discuss the music, composer, story, etc. BEFORE showing the video and told them that Disney didn't CREATE the story.
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06/22/01 STUDY GUIDE: There's material available for study guides to fit your age level, and there are the Fantasia videos to present the Disney version. I just purchased a new picture book of the story which I think will work well for my 3rds. It's printed in a large format and has lots of colorful illustrations, but I think it's toowordy for classes younger than 3rd. It's called "The Sorcerer's Apprentice", retold by Sally Grindley, illustrated by Thomas Taylor. Phyllis Fogelman Books, 2002, Penguin Putnam Books for Young Readers. ISBN 0-8037-2726-7.
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6/01 INFORMATION is based on a poem by the Greek poet Lucian from the first century A.D. It is a classic tale of an apprentice who tries to save time by using magic and of course, everything goes wrong. The music by Paul Dukas (1865-1935) premiered in 1897 in Paris and was very popular. With the additional exposure of Mickey Mouse (Fantasia), the piece gained additional popularity. In addition, Dukas wrote an opera, La Peris. Though Paul Dukas wrote some major works later in his life, he was ill satisfied and destroyed them before his death.
http://www.smm.org/sound/nocss/vrml/soundvr/zauberlehrling.htm
06/22/02 SORCERER'S APPRENTICE One of my favorite activities to do with 3rd graders is this piece of music. The first day we listen to the music and the story at the same time as I tell it. Then we divide into groups and draw pictures of the story the next day. (We use permanent markers on transparencies.) The next lesson we put the transparencies on an overhead projector and listen to the music again while watching everybody's pictures. A cheap alternative to transparencies are clear report covers, if you can find them.I always cut the plastic into three pieces to make them fit on the overhead screen.
---
Another cheap alternative is the extra run-off from the laminating machines. I use it for lots of odds and ends!
BACK to Dukas topics
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ANTONIN DVORAK
06/09INFORMATION, IDEAS: http://www.classicsforkids.com/shows/showview.asp?ID=24
Here's lots of information!!! Make some powerpoints to go along with some of the shows!!! (Check out the downloadable worksheet on the side of the page) -- RaeAnna Goss
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01/07 SCARF DANCE: I actually did see a scarf activity on a web site for the Slavic Dance. The children form a circle around the scarves. For the A section it suggested the students walk around in a circle holding hands, one step for each measure, since it's fast. Then for the B section, they pick up a scarf and move freely to the music. When the A section returns they drop their scarves, join hands again, and move around the circle. -Meredith Harley Inserra
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01/07 LESSON; http://www.carnegiehall.org/Article.aspx?id=4294972158
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Wonderful Dvorak site with video and orchestral music and information about Dvorak and symphony #9 "The New World" BACK to Composers Topics
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DUKE ELLINGTON
07/15 LESSON: http://www.pbs.org/jazz//kids/lesson/learning_through_duke.html
-------------------http://www.jass.com/cotton1931.html
BACK to Composers Topics
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MARK FISH
07/15 FERNDINAND THE BULL -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
BACK to Composers Topics
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STEPHEN FOSTER
06/06 http://www.pbs.org/wgbh/amex/foster/index.html
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04/05 Great site with many pictures, well organized: http://www.bobjanuary.com/foster/sfhome.htm
6/01 Lots of photos: http://www.bobjanuary.com/foster/sf_16.htm
6/01 Song Index: http://www.traditionalmusic.co.uk/stephen-foster/idxv7as.htm
BACK to Composers Topics
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GEORGE GERSHWIN
07/15 Cuban Overture - - See "WORLD MUSIC" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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12/07 POWERPOINTS: http://www.pppst.com/index.html
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04/05 STUDY GUIDES (.pdf's) http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
04/03 JEOPARDY
2. This is the name of George Gershwin’s brother who wrote words for his songs.
3. 39.
4. The place where publishing companies had song pluggers perform their new music.
5. The name of Gershwin’s first big hit song.
6. A serious symphonic work that uses the jazz style and was written by Gershwin.
7. Roller skating, golf, tennis, and Ping-Pong.
8. Hambitzer and Kilenyi.
9. The names of 2 other Gershwin songs.
10. On July 20, 1925, Gershwin was the first American composer to do this.
11. He eats this every night before going to bed.
12. September 26, 1898.
13. The first musical to win a Pulitzer Prize.
14. The name of Gershwin’s opera that he composed.
15. Jacob Gershowitz.
16. The name of his brief operetta.
17. This is how George Gershwin died.
18. July 11, 1937.
19. The movie that uses Gershwin’s music as part of it’s story.
20. 25-30 different apartments.
21. Mr. Words.
22. Mr. Music.
23. What is mom wanted him to be.
24. How old he was when he became rich and famous.
25. This is the kind of car he drove.
2. Who is Ira Gershwin?
3. How old was George Gershwin when he died?
4. What is Tin Pan Alley?
5. What is Swanee?
6. What is Rhapsody in Blue?
7. What were some of George Gershwin’s hobbies?
8. Who were George Gershwin’s music teachers?
9.
ANSWERS WILL VARY
10. Who appeared on the cover of Time Magazine?
11. What is Cornflakes and bran?
12. When was George Gershwin born?
13. What is “Of Thee I Sing?”
14. What is “Porgy and Bess?”
15. What is George Gershwin’s real name?
16. What is “Blue Monday?”
17. What is 'from a brain tumor?'
18. What is the day that George Gershwin died?
19. What is “Mr. Holland’s Opus?” OR What is “When Harry Met Sally?”
20. What is the number of apartments that George lived in as a kid?
21. Who is Ira Gershwin?
22. Who is George Gershwin?
23. What is an accountant or a businessman?
24. What is 19?
25. What is a Mercedes Benz? -- Contributed by Heather, Emily and Cameron's mommy
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08/02 I love Gershwin, and do a unit on his music every year or so with my 5th graders. I was thinking about it and making plans, and I came up with an idea that I think will work well. Whenever we talk about Gershwin's life, I talk about him getting a job playing sheet music in a music store in Tin Pan Alley. The kids don't get this, because (I finally realized) many of them have never seen sheet music. Their only connection to written music is either the music textbooks or octavos. So, this year, we are going to play music store. I will bring in lots of sheet music from home, and lay it out on a table. I'll invite the kids to "shop" by looking at the covers and titiles, and when they find something they might want to "buy," they can bring it to me at the piano and I will play an excerpt for them so that they can decide if they want to "purchase" it. The idea of hearing before they buy is a familiar concept to them, because they do their CD buying on the basis of what they have heard on the radio, so this will bring the lesson home in a new way that I hope will make perfect sense to them.
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04/02 We had an incredible day today at school. George Gershwin, in
the person of Dennis Kobray, visited ! What an experience for all of us.
For the past two years Dennis has come - first as Beethoven and last year as
Mozart. I have booked him for next year as a friend of Scott Joplin. The
children were enthralled and very well behaved. Dennis plays the music of
the composer he is portraying but, most importantly, he talks to the
children AS Gershwin, or whomever he is portraying. You can hear a pin
drop. History - the composer come alive for the kids.
If you live on the east coast and preferably in the Northeast, REALLY think
about booking him for your school, if you have the funds. He is dynamite.
He does have videos which Plank Road sells, but to see him in person is the
ultimate.
If you want more info, you can email them at [email protected]
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10/01 I just finished a unit on Gershwin with my 6th graders. I used the
listening lessons and songs from the Music Connection 6th grade edition.
This included "Rhapsody in Blue" and "An American in Paris." Also included
are singing "I Got Rhythm" and "Swanee." I gave them a sheet that looked
like this:
I got ___________
I got ___________
I got ___________
Who could ask for anything more?
They were to think of 3 things that make their lives worth living and put
them in the blanks. Also, I made a booklet of various information gathered
from books and the internet about Gershwin. Then I have a sheet of answers
and students are supposed to write the question (Jeopardy like worksheet).
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Here's the question sheet for my Gershwin unit:
Name:________________
Class:________________
Directions: Read the material provided for you about Gershwin. Then read
each statement on this page. For each statement, you are to write a
QUESTION that the statement answers.
Directions: Read the material provided for you about Gershwin. Then read
each statement on this page. For each statement, you are to write a
QUESTION that the statement answers.
1. A person who plays songs so composers and publishers can hear what the
songs sound like.
What is a song plugger?
Who is Ira Gershwin?
How old was George Gershwin when he died?
4. The place where publishing companies had song pluggers perform their new
music.
What is Tin Pan Alley?
What is Swanee?
7. Roller skating, golf, tennis, and Ping-Pong.
What were some of George Gershwin's hobbies?
Who were George Gershwin's music teachers?
ANSWERS WILL VARY
What is appear on the cover of Time Magazine?
What is Cornflakes and bran?
When was George Gershwin brn?
What is "Of Thee I Sing?"
What is "Porgy and Bess?"
What is George Gershwin's real name?
What is "Blue Monday?"
What is from a brain tumor?
What is the day that George Gershwin died?
What is "Mr. Holland's Opus?" OR What is "When Harry Met Sall?"
What is the number of apartments that George lived in as a kid?
Who is Ira Gershwin?
Who is George Gershwin?
What is an accountant or a businessman?
What is 19?
What is a Mercedes Benz?
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6/01 Timeline of other famous people during Gershwin years:
http://webcenter.netscape.teachervision.com/lesson-plans/lesson-2854.htmlBACK to Composers Topics
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PERCY GRAINGER
6/01 Photo: http://www.nla.gov.au/ntwkpubs/gw/20/20.html#percy
BACK to Composers Topics
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GEORGE FREDERIC HANDEL
07/13 Posters to download: https://www.box.com/s/izw4zlc13k7oeyrw6jj6
https://www.box.com/s/livrpyy0us3lws4wgb9h
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Web Sites:
12/12 “HANDEL’S LAST CHANCE” worksheet: http://www.scribd.com/doc/156282/Handel-Worksheet
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04/05 Handel's Last Chance Video VHS only - $19.95 It is 1742 and we are in Dublin, where ten-year-old Jamie O'Flaherty and the brilliant composer George Frideric Handel live. Jamie, who comes from a very poor family, has been caught stealing and is in jail. Handel, whose career is failing, needs his newest composition to be a big hit. By a stroke of destiny, the young boy and the composer become unlikely allies. Handel gets Jamie out of jail and the boy lends his golden voice to the first performance of Messiah. This production is filled with many of Handel's most glorious musical works, and the captivating story reminds us that when you believe in yourself you can make comebacks in life and often get one last chance. -- Patricia Albritton
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Video: "Handel's Last Chance"
A young boy named Jamie Flaherty,with an angelic face and voice, sings in the marketplace for coins one minute, then helps his young friend steal a plump chicken for their supper the next. As the boys run away from thischaotic scene, trying not to be caught, George Frideric Handel, the famouscomposer, ends up with the chicken and solutions to the problems at hand. Heends up singing with the choir. Available from Plank Road Publishing: http://www.musick8.com/ $9.95 (as of 02/03)
BACK to Composers Topics
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FRANZ JOSEPH HAYDN
07/13 Surprise Symphony is one of my favorite lessons to teach! The students LOVE it, especially the younger ones.
First, we talk about how, in Haydn's time, musicians were not "rock stars," but servants who provided background music. I ask them to imagine that they are composers who work hard to come up with beautiful music to play for guests after they have eaten dinner, only to have them all nod off! What would they do? Well, Haydn decides to play a little trick to wake them up. I have them pretend to be the (full) guests, listening to relaxing music, getting drowsy with heavy eyes, but when the loud chord happens, they have to snap back to attention and pretend they have been enjoying and listening to he music the entire time. Of course, they can't call too much attention to themselves -- that would give away the fact that they had fallen asleep! Following this, there's a fun locomotor excersise that they can do in time with the music: Tip-toe, tip-toe, tip-toe, step, (they freeze for a moment after the step) do this 7 time then on the 8th:
Tip-toe, tip-toe, step -- JUMP (then freeze)
The students ask to do this over and over! I hope you enjoy it, too. Thanks, Kristi
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Posters to download: https://www.box.com/s/rtsgzr3p44p0lbc78ihd
https://www.box.com/s/p42kchy45464wepevovt
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10/08 Check out Anna Harwell Celenza's book "The Farewell Symphony." It is great. I love all of her books. I read this one to my 4ths every year. It gives them a neat idea of what life was actually like as a court musician - not glamorous like today's stars! We then listen to excerpts of the 4 movements and discuss how he was feeling at the time writing them, etc., -- Alison Rohrbach
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10/08 I'm planning on making a listening map on PPT. The song is officially titled Quartet Number 30 in Eb Major - Op. 33 number 2 (section IV,presto) The form is a rondo form which is a concept I want the kids to know,and there is some cool information on the background of the piece here:
http://en.wikipedia.org/wiki/String_Quartet_No._30_%28Haydn%29
--- RaeAnna Goss
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12/07 BOOK (illustrated) : “The Farewell Symphony” by Anna Harwell Celenza - fictionalized telling of the story behind Franz Joseph Haydn's famous symphony - Available new and used
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06/07 SYMPHONY THEMES: http://www.themefinder.org/cgi-bin/themegroup?istn=899467935410&scope=w
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04/05 http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
11/03 Haydn: Surprise Symphony (Click on "V" and scroll down to "VARIATION" and hear an example from 2d movement: http://www.essentialsofmusic.com/STEVE HEITZEG
12/07 "The Tin Forest" CURRICULUM: See “The Tin Forest” (Season 2007-08) at
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculumBACK to Composers Topics
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GUSTAV HOLST
12/12 An entire unit of study including flash cards, games, information, pictures:
http://www.desymus.org/ExplorerConcert/PLANETS%20LESSON%20GUIDE.pdf
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04/05 http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
Student guide: “Composer’s Life and Times” (lower on this page)
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06/09 BOOK: JUPITER COVE This is a story that has the timing written on the pages so that you read certain part of the story at certain times while the music is playing. Jupiter Cove goes along with Jupiter from The Planets by Holst. There is even a short info page at the beginning of the book about The Planets and a little blurb about Holst. The kids REALLY respond well to it. --- Marti Rankin
7/01 Solar System:
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/solar_system.html
http://www.akat.org/cesitli/space_jigsaw.swf
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02/05 We had a blast making Saturns with old CDs. I had saved up so many promo cds (about 100) and wanted to use them. So, I bought those little styrofoam balls (1 or 2 inch) cut them in half, glued one on each side of the CD, as if the CD was the "rings". We painted the rings (CD) with puff paints and hung them at an angle from the ceiling outside my door. 100 Saturns - looked cool. Also, I had given them each an envelope with the names of the "Planets" movements on separate strips of paper. As an assessment, I played the beginnings of each movement and they put their strips in order of how I had played them. I also used the video "Voyage to the Planets" which features the music of the "Planets" set to NASA footage. It is synchronized with the music and is very good!
-- Patty O in AR
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09/03 There's a listening guide with the Bowmar series of listening sets. Also- do a websearch for "Holst + Mars + listening +lesson +plan" www.Dogpile.com
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09/03 Have the kids listen and write/draw (their preference, do their best on spelling if they choose to write) what they hear going on in the music. Don't tell them anything about the piece before you play it, just that you are going to play a piece of music and you want them to listen and write or draw what they hear going on in the music. The end results will be quite varied, some kids will just hear the instruments, but others will see images. Ask for volunteers to share what they heard. There are no wrong answers! I've rarely had trouble getting kids to share. Usually it's just a few at first but then nearly everyone wants to share. This can be done with all grade levels, too! -- Contributed by Stephanie Menefee
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10/02 Check out the video of The Planets. It is actual films of NASA outer space exploration accompanied by Holst's music. Our Public Library has it and I think I got it a few years ago from Music in Motion,
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05/02 For a follow-up thrill, play "Mars" and "Jupiter" from Gustav Holst's "The Planets," composed during World War I. There's even a cool video tape with space probe pictures to go with the music.
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6/01 Holst was very interested in astrology. He claimed "Saturn" was his favorite movement.
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04/02 I began a planets unit this week with my 6th graders, because they are currently studying the solar system. (Do you know, I don't remember learning ANYthing aboutthe planets when I was in school! But it makes the kids proud, because they know more about them than I do!) ANYway... I'm taking some ideas that I've gotten from the archives. Started with listening to "Mars" - I planned to not really go into the entire title, but... when I asked the kids what did they imagine was happening in the music, most said fighting/war. Interesting.
Mercury Venus Earth and Mars (titi ta ta ta ta ta ta z)
Jupiter Saturn and Uranus (titi ta titi titi ta ta z z)
Neptune Pluto (ta z ta z ta z ta z)
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Video It's called "Voyage to the Planets" and I ordered it from Music in Motionfor $21.95. It has actual satellite and spaceship photos of the planets, moon, and sun mixed with some computer-enhanced photos of same, and captions which give wonderful tidbits and scientific facts about the planets, etc. All of this is set to the music of "The Planets" by Holst - and there's NO TALKING!!!! My husband (also a musician) and my 13-year old son and I watched it and we were all absolutely entranced. Found out some cool stuff about the solar system too! It goes PERFECTLY with a science unit on the solar system and would be appropriate for any upper elem. grades. Older grades could use it and then follow up with the suggested study guide and questions listed here earlier and have a really good unit involving music, science, and language arts!
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This is a project I did with Mars and Venus from Holst's Planets. It took us a month to complete:
1. We listened to a few minutes of Mars. All I told the kids was that the music from a famous movie was patterened after it, and to see if they could come up with the name of the movie. It caught their interest and they listened, even though only about half of the classes actually were able to come up with Star Wars.
2.Listened 2 more times....squilt listening at end of class period.
3. We moved on to Venus.....I told them the name, Venus, Bringer of Peace, as opposed to Mars, Bringer of War. 2 squilts at end of music class.
4. We listened extensiviely to both pieces, although still not in their entirety. We first discussed the meaning of the words tempo, dynamics, and instrumentation. We drew a line down the center of a piece of paper and labled one column Mars and the other Venus. In each comlumn we numbered 1. 2. 3. 1 was tempo, 2 was general dynamic level, and 3 was instrumentation...they wrote in their opinion.
5. Next class period....we listened to each piece entirely. As we listened, they wrote descriptions of the 2 planets as they imagined them from listening to the music. Descriptions were allowed to be factual or not. This took the whole class period.
6. I brought in dog kibble, pasta,(several shapes,) jujubes, Kool Aid...red, blue and orange, rice, cotton balls, red beans glue and glue sticks....the kids listened yet again and used the materials to create ONE of the planets...their choice.
Whole class period...very messy. But boy, did I get some GREAT stuff, which is now on display for music in our schoold month!
7. Watched video..."Voyage to the Planets" with Holsts's music...and we ALL learned alot about the planets!
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Planets Worksheet
Gustav Holst (1874-1934)THE PLANETS Gustav Holst was a British composer. The stars and the planets fascinated him. He studied astrology to learn more about horoscopes and how they affect people. Holst decided to write a suite of music based on the planets in our solar system.
Holst began writing The Planets in 1914, but took three years to complete the work. Jupiter, Venus and Mars were written in 1914. Ironically, Mars, the Bringer of War was completed just weeks before the events which lead to World War I. Saturn, Uranus, and Neptune were composed in 1915. Originally, all the movements (except Uranus) were written for two pianos. For Neptune, he did not like the sounds of two pianos so he originally wrote it as an organ composition. In 1917, with the help of two colleagues at the college, who actually wrote for him, Holst transcribed the compositions for orchestra.
Holst was an excellent orchestrator. He had experience as a teacher, conductor, and performer. Holst was a trombonist with several British orchestras until arthritis forced him to retire from playing in 1903.
Gustav Holst said of the individual movements of his suite, "These pieces were suggested by the strological significance of the planets. There is no program music in them, neither have they any connection with the deities of classical mythology bearing the same names. If any guide to the music is required, the subtitle to each piece will be found sufficient, especially if it is used in a broad sense. For instance, Jupiter brings jollity in the ordinary sense, and also the more ceremonial kind of rejoicing associated with religious or national festivities. Saturn brings not only physical decay, but also a vision of fulfillment. Mercury is the symbol of mind." Each movement of The Planets is a tone picture of human conditions and not specific events. There is a wide range of musical styles used in the compositions. There are great contrasts between the movements. The hammering of Mars is followed by the sweetness of Venus. Mercury is nimble like The Winged Messenger. Jupiter is a type of joyous dance.
Holst's favorite movement was Saturn. Neptune is very haunting. MARS percussion, brass, sounds like warVENUS strings, woodwinds, peacefulMERCURY shortest in length, quick tempoJUPITER two distinct areas of sound; joy (festival) and ceremonySATURN slow, begins very quietly then becomes very loud and quiet again, pendulum/heartbeat, longest in length URANUS sounds like "Sorcerer's Apprentice" in partsNEPTUNE only one with voicesNO PLUTO OR EARTH…Pluto was not discovered until 1930 (The Planets were written in 1914-1917)Earth does not affect the astrology because we reside on Earth. We are only affected by the planets around us.
MARS percussion, brass, sounds like war
VENUS strings, woodwinds, peaceful
MERCURY shortest in length, quick tempo
JUPITER two distinct areas of sound; joy (festival) and ceremony
SATURN slow, begins very quietly then becomes very loud and quiet again, pendulum/heartbeat, longest in length
URANUS sounds like "Sorcerer's Apprentice" in parts NEPTUNE only one with voices
NO PLUTO OR EARTH… Pluto was not discovered until 1930 (The Planets were written in 1914-1917)
Earth does not affect the astrology because we reside on Earth. We are only affected by the planets around us.
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Name____________________________ Date______________>Room______5th Grade
"The Planets" Quiz by Pamela Rezach
Part 1. Fill in the blanks.
1. Who composed the suite known as "The Planets"? _____________
2. There are __________ songs in the suite of "The Planets".
3, 4. The planets missing from the suite of music are_____________and
____________________.
Part 2. Matching…please put the letter of the correct answer in the blank in
front of each planet.
5. ______ Mars A. The Mystic
6. ______ Venus B. The Magician
7. ______ Mercury C. The Bringer of Old Age
8. ______ Jupiter D. The Bringer of Jollity
9. ______ Saturn E. The Winged Messenger
10. ______ Uranus F. The Bringer of Peace
11. ______ Neptune G. The Bringer of War
Part 3. Multiple Choice…circle the letter of the answer that most>closely
resembles the class discussions.
12. A suite in music is:
a. a group of songs that join together to make a larger work>or composition
that tells a story
b. a group of songs composed by different men
c. a group of rooms that join together to make a large apartment
Part 4. Listening Section…please write the name of the correct>examples in
order.
Your choices are Mars Venus Mercury Jupiter; Ceremon theme
Jupiter; Festival theme Saturn Uranus Neptune
13.________________________________ 14.________________________________
15.________________________________ 16.________________________________
17.________________________________ 18.________________________________
19.________________________________ 20.________________________________
BONUS SECTION: Why aren't there nine planets in the suite of "The Planets"?
____________________________________________________________________
___________________________________________________
The shortest "Planet" in composition length is___________________________.
The longest "Planet" in composition length is____________________________.
Any other facts you can remember about "The Planets"?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________
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CHARLES IVES
06/06 I have used successfully "The Unanswered Question" which is just too cool. Even though it is long (6+ minutes), even kinders can sit (actually lie down) through it because of the seven questions. It features a a trumpet that asks "the question" followed flute choir that responds to "the question" . The trumpet asks the identical question 7 times and the flute choir responds in similar answers, but with varying degrees of questioning, certaintude, confusion, anger and finally acquiesence/surrender.
Underlying it all is a string undertone that does have movement, but veeerrrryyyy slow. According to Ives - and I'm really saying this in my own words - ‘underlying everything is eternity, in motion but not always discernably. All of humanity has asked the transcendental questions, who am I? Why am I here?’
He translates eternity, the question and the answers into his piece "The Unanswered Question".
The trumpet asks these questions 7 times.
The flute answers - my interpretation: huh? oh, I see. I already told you. Aren't you listening?!?! I already told you!! Well, now that you've asked, I'm not so sure. I don't quite know, but I'm okay with living in the question.
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06/06 I had 1-2 list what Charlie heard, and then in small groups chose three off the list to create their own sound piece. One group actually sang one of their sounds. The rest was percussion and found sound ideas. My 5th I had sing America in two groups, two keys a second apart. They worked HARD to try and not "melt" together. Gave them new found respect for the musicians performing Ives' music. Otherwise we did a lot of "Name that sound" type listening. My bulletin board was "Ive's been waiting for you!". -- Kristi Keast
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07/05 Book: “What Charlie Heard” [“Profiling American composer Charles Ives, Gerstein (The Wild Boy) plies an artistic style as densely and consciously layered as one of Ives's compositions. The illustrations provide an instant visual connection to the music, which attempts to encompass the sounds of everyday life”] (Amazon.com)
www.musicmotion.com
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08/04 WHAT CHARLIE HEARD ! I just found this wonderful book by Mordicai Gerstein. It is about Charles Ives! It is fantastic. The artwork is just GREAT, in fact, I am thinking of stealing that idea (you just HAVE to see it!) for a bulletin board. It describes how he heard EVERYTHING from the time he was born, etc. The pictures are of the action of the story, but around the pictures and through the pictures are the "sounds" that he heard. GREAT BOOK. Very, very busy - like his head must have been!
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My students LOVE listening to "Variations on America" by Ives. An excerpt can be found Grade 4, Share the Music. It is in the Patriotic music section and has a listening map
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I also, use Ives' Variations on America. Ives originally wrote the piece for organ and I use that version for listening. Ives said that playing the pedal variation was more fun than baseball. I teach this during a segment on theme and variation form. We sing the song and think of ways to change it and try singing the song that way. Then we listen and write down what Ives does to change the song. I have made a listening guide that we look at after the first listening.
I was just looking through books at Amazon.com and found a book for my grade 3/4 kids about Ives. Being in CT I thought maybe a short study about Ives might be interesting. The book is called "What Charlie Heard." Has anyone used this? Does anyone have any Ives pieces that younger students would really find interesting?I also thought it would be interesting to talk about Into the Woods and Stephen Sondheim. I found a picture book of Into the Woods illustrated by Hudson Talbott.
BACK to Composers Topics
*****************************************************************************SCOTT JOPLIN
06/10 RHYTHMS: I put up a grid with 8 boxes (one per beat) across and 4 boxes down.In row one, I put 2 8ths in each box totalling 16, row 2 8 quarter notes,row 3 2 half notes (boxes 1,3,5,7) and row 4 whole notes in boxes 1 and 5.As we listened to the Entertainer or Maple Leaf or whatever, they wouldgently pat their legs or 2-finger clap the row of notes I pointed to.Usually I'd just start at the top and work down and then repeat. The 2ndweek I'd do random patterns like start with quarters (8 beats), then wholenotes (8 beats), etc.It really worked musically and they had to stay alert.
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12/07 POWERPOINTS: http://www.pppst.com/index.html
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10/01 Scott Joplin: "Maple Leaf Rag"
materials: maple leaf cookies, real maple syrup and plastic spoons (opt.), napkins in autumn colors, recording of Joplin's Maple Leaf Rag, pictures of Joplin xeroxed to color, crayons.
COPY-CAT TREES:
~play recording as kids enter and give each child two napkins.
~all pretend to be trees--lead them in a follow-the-leader dance waving napkins while listening to song, feet stand shoulder's width apart,standing in one spot, like trunks.
~choose a student to take over as leader. continue til end of song.
~sit.
~show picture of Scott Joplin from a book or one of the papers colored already.
~if possible show picture of maple leaf(ves) or ones from outside. talk about how they dance through the air in the wind. tell about maple syrup coming from trees.
~give each a taste of REAL 100% maple syrup with spoons. one napkin under spoon.
COLOR JOPLIN:
~color pictures of Joplin (or of autumn leaves if you have no Joplin picture) while listening to the song again.
~if time: repeat copy-cat game using the napkin they have left.
MAPLE COOKIES: as they leave put one maple cookie on their napkin as a treat.
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6/01 Questions and sites to get answers (upper elem/jr. high) (Set as an online question/answer assignment) http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=6113BACK to Composers Topics
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DMITRI KABALEVSKY
POWERPOINTS: http://www.pppst.com/index.html
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KARL KING
6/01 See photo of his circus band: http://www.karlking.us/archive_index.htm
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ZOLTAN KODALY
12/11 VIENNESE MUSICAL CLOCK (Rondo): Listening Map:
http://www.classicsforkids.com/teachers/lessonplans/pdfs/kodaly/ListeningMapofKodaly3-5MusClock.pdf
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FRANZ LISZT
07/15 “Hungarian Rhapsody #2- See " Warner Bros. Presents Bugs Bunny at the Symphony" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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Week 1: I read the story in the “Lives of the Musicians, Good Times and Bad”
Week 2: I use the "Franz Liszt, the Famous Pianist" song from the "Beethohen's Wig" CD,
Week 3, I show the Tom and Jerry cartoon where Tom is the pianist, and Jerry lives inside the piano. It uses the same Hungarian Rhapsody as the Beethoven's Wig song, and it's always a hoot to see who's gonna be the first one to realize it.
Week 4: listen to the real thing. -- Judy Schneider
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12/07 YOUTUBE: “Tom and Jerry” http://www.youtube.com/watch?v=NDCG772wqc0&mode=related&search=
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12/07 VIDEO - CAT CONCERTO is "Tom and Jerry's Greatest Chases", c. 2000 from Warner Brothers Family Entertainment ISBN 0-7907-4861-4
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04/05 Liszt's Rhapsody Video VHS only - $19.95 Rich and successful, a dashing young musical superstar so adored that women faint when they meet him in the street, Franz Liszt is restless. He knows that something is missing in his glamorous life as the world's greatest concert pianists. He meets Josy, a naturally gifted young Gypsy street musician, and subsequently wagers that he can turn Josy into a world-class musician. The bet turns into a mighty struggle of wills - the worldly sophisticate against the resourceful Gypsy boy and a conflict of freedom vs. discipline, heart vs. brain, passion vs. technique. Set in 1846, Liszt's Rhapsody celebrates the miracle of talent and the triumph of dreams fulfilled. . -- Patricia Albritton
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06/04 I do a lesson comparing Liszt to whoever is hot at the time, like Justin Timberlake or Britney Spears. Both were chased by fans, both were hounded for souvenirs (autographs, locks of hair) both were performers of music young people liked better than their parents did. And don't forget the great story about Liszt and the hair snippers. Young girls used to come up behind him while he ate and snip a lock of his hair. He decided it would be better to sell his hair than to be subject to these sneak attacks, so he did. But it wasn't his hair . . . it was his dog's! -- Contributed by Andrea Cope
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03/03 Video: "Liszt's Rhapsody"
A young, gypsy boy who played the violin beautifully was brought by Franz Liszt to his grand home as a student, then ended up teaching Liszt animportant lesson about his music. Liszt proudly entered the very talentedboy in a local music competition that had a most surprising outcome. Available from Plank Road Publishing: http://www.musick8.com/
$9.95 (as of 02/03)
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FELIX MENDELSSOHN
07/15 OVERTURE TO MIDSUMMER NIGHT'S DREAM (Excerpt) - See FERNDINAND THE BULL - Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculumBACK to Composers Topics
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GUSTAV MAHLER
07/15 SYMPHONY #1, mvt. #3 -Lesson - See "Symphony Spooktacular" at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculumBACK to Composers Topics
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GIAN CARLO MENOTTI
Biography (NY Times) http://www.nytimes.com/2007/02/02/arts/music/02menotti.html?_r=0
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AMADEUS MOZART
07/13 Poster to download: https://www.box.com/s/7enviujbyx5u1i5k2xbv
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OVERTURE TO THE MARRIAGE OF FIGARO- See FERNDINAND THE BULL - Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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MAGIC FLUTE Web Sites:
07/15 BIRDCATCHER'S ARIA (Papageno) -Lesson - See "Symphony Spooktacular" at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
Let's Go Mozart! Teacher Resource Kit (2003) 742 k; Classroom activities
Listen to Music: Symphony No. 29 in A major, K. 20; Additional information on Mozart
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06/04 Complete Score for Overture to “The Magic Flute” (Die Zauberflaute")
http://www.dlib.indiana.edu/variations/scores/scores.html
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"The Magic Flute" Listening clips. http://www.prs.net/mozart.html
7/01 This Lesson compares two melodies (printed out for you - must have Acrobat Reader 4.0), one from Magic Flute:
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GENERAL Mozart Web Sites
12/07 POWERPOINTS: http://www.pppst.com/index.html
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http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
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06/04 Mozart's letters to his sister were compiled into a book a few years ago entitled "Letters to Horseface"! -- Contributed by Kathleen
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06/22/02 The web site I use with my 3rd grade Mozart unit is www.stringsinthemountains.org/m2m/ It is an on-line educational site produced by Strings in the Mountains in Colorado. It will take about 15 minutes for you to go through it yourself...longer of course as you do it with the kids. They love it! It's like a Mozart story book. It is a jumping off point for all kinds of activities. I actually use this first to introduce Mozart. The kids do drawings of his life, and I pick several different compositions for us to listen to. I have actually adapted this unit for 5th grade as well, with a Mozart web quest to directed sites for more information and listening. Works very well. Take the time to check out the web site. You'll be glad you did!
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7/01 A home site: Biography, Compositions, Family Tree, Essays, Links:
----------http://www.mozartproject.org/index.html
7/01 Download free Glass Harmonica Music http://www.crystalmusic.com/history.html
The Mozart Project (discography & timeline): http://www.mozartproject.org
http://www.cco.caltech.edu/~tan/Mozartreq/mozartpage.html
1761- Composed his first minuets
1762 - Played in Vienna
1764 - Composed his Violin Sonatas No.1 thru No.4
1765 - Composed his first symphonies
1768 - Became the honorary concertmaster for the archbishop and composed his first opera La finta Semplice
1771 - Wrote the opera Ascanio in Alba
1772 - Wrote the opera Lucio Silla
1778 - Traveled to France -composed the Paris Symphony
1779 - Given position of court organist
1781 - Composed the opera Idomeneo
1782 - Composed The Abduction from the Seraglio ; Married Constance Weber
1786 - Composed The Marriage of Figaro
1787 - Composed Don Giovanni - Composed his C and G minor string quartets
1788 - Composed his Eb G minor and Jupiter (in C) Symphonies
1791 - Died in Vienna on December 5th
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"The Magic Flute" an ABC Video ISBN # 1-56949-174-7 (1994) 44minutes.
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Some trivia that may interest the learners and a great way to tie in a mini-history lesson.
What was going on when Mozart wrote "The Magic Flute?"
• 1789: George Washington becomes the first President of the United States.
• Nine out of every ten Americans make a living by farming.
• Mr. Christian stages a very real mutiny on the Bounty.
• Nine out of every ten Americans make a living by farming.
• Benjamin Franklin dies on April 17 in Philadelphia at the unheard-of age of 84.
Philadelphia is the capital city of the United States and plans are underway to build a new capital city called Washington in honor of the first president.
• Nails cost so much that when a building burns down they are collected and reused.
• Pineapples are first planted in the Sandwich Islands, later known as Hawaii.
• The French Revolution has been raging out of control for two years.
Louis XVI and Marie Antoinette have been arrested while fleeing for their lives.
• The Bill of Rights is passed on December 15, 1791. Ten days earlier,
Mozart dies in poverty of typhoid fever at the age of 35. His Requiem remains unfinished.
Want to be a composer?
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Listen to 5 of Mozart's compositions that he wrote at different points in his career. What are the differences and similarities between Mozart's earlier pieces and his later ones? Create a chart, storyboard or write an essay explaining your answers.
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Talk about being a child prodigy pros and cons
Discuss the era in which Mozart lived.
Do a map of Mozart's life, birthplace, travels, where he played concerts or
court musician.
Have the students make their own news report/biography on video or use the
internet to research or use Hyper studio to make a presentation on Mozart and
his contemporaries.
Study the dances and manners of the period.
Have a Mozart lunch/dinner.
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Recordings
There's a pretty good audio recording out from the same people who did Beehtoven Lives Upstairs based on (and entitled) The Magic Flute. Also, I hope that you have access to a video of the wonderful Ingmar Bergmann Magic Flute Movie that was produced about 20 years ago.
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THE MAGIC FLUTE
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I have the Bergman video that won some Oscars a while back. It is more than wonderful. Of course, it is Bergman, what can I say? But, he mixes backstage "reality" with on-stage acting. It is marvelous. The only drawback is that they have sung it in Swedish. It has undertitles, though. So, if they know the plot already, it would work, I would think
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BOOKS
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VIDEOS
The Metropolitan Opera does offer a video from 1991 with Kathleen Battle as Pamina (it does have English subtitles). I'd really appreciate any opinions you may have on this. Thanks. IT'S FABULOUS!!! don't forget to screen it ahead of time, though. i missed some parts when it was on tv and it's been a while... gorgeous scenery and singing by some of the very best opera currently has to offer. My boys are in love with Battle after my showing them Baroque Duet. They'll watch her in anything! and in Flute she's really in her glory.
This is absolutely the best video. It has subtitles which is excellent for improving reading skills as well as keeping the students' attention. (I taped this production off of PBS in 1991, and I used excerpts from it last year. You need to pick and choose the neat parts, like the beginning when Papageno gets his mouth locked, or the Queen of the Night aria, or the Pagageno/Papagena scene latter in the opera.
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TWINKLE, TWINKLE LITTLE STAR
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Mozart - Serenata Nocturna - Rondo
Instrument Families: Strings(S) Woodwinds (W) Brass(B) Percussion (P)
Duple meter: in two's; Triple meter: in three's
Instrument Families:
S: strings W: woodwinds B: brass P: percussion
Sections
a. 1. Family?______ S W B P a. A
2. Which instruments play first (higher or lower pitched instruments?)
3. Major or minor?
4. // i // i // // // i (cadence)
5. ____same melody? or _____different? c. B
6. // i // i // // // i d. A
9. // i // i // // // i d. A
10. // i // i // // // i
11. CODA (picture of a pig's tale as in 'tail ending)
12. Stacatto: i // (picture of these rhythms w/noteheads and stacatto marks)
f# s f# s f& m r d f f r# m d t' t' l f m m r
\ \ \ \ \ \ \ \ / / / / /. \ \ \ \ \ / / i
f# s f# s f& m r d f f r# m d t' t' l' f r d t' d
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MUSSORGSKY
07/15 PICTURES AT AN EXHIBITION --Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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Brief biographies: http://www.imdb.com/name/nm0615915/bio
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BABA YAGA'S HUT: (art by Thomas Denmark) https://geoffmead.wordpress.com/2012/06/19/why-baba-yaga-lives-in-the-forest/
BABA YAGA (There are many images online) http://brittmartin.deviantart.com/art/Baba-Yaga-Head-Study-392315960
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PACHELBEL
07/15 BIOGRAPHY:
https://en.wikipedia.org/wiki/Johann_Pachelbel
http://makingmusicfun.net/htm/f_mmf_music_library/hey-kids-meet-johann-pachelbel.htm
(w/timeline) http://www.thefamouspeople.com/profiles/johann-pachelbel-530.php
http://www.baroquemusiclibrary.com/biopachelbel.html
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SERGEI PROKOFIEV
07/15 The Death of Tybalt from Romeo and Juliet - See "AT THE BALLET" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
Essays on Prokofiev by Ian MacDonald -- contains interpretations of the composer's relationships
with the Soviet state, list of works and pictures: http://www.siue.edu/~aho/musov/sergei.html
Article about Symphony #1:
http://www.classicfm.com/composers/prokofiev/music/sergei-prokofiev-symphony-no-1-d/#RSLrCjvhcUXjXtTG.97
Article about Romeo & Juliet: http://www.classicfm.com/composers/prokofiev/music/romeo-and-juliet/
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MAURICE RAVEL
017/15 “Five O’Clock Foxtrot” from L’Enfant et les Sortileges - See FERNDINAND THE BULL - Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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RESPIGHI
07/15 Movement IV from The Pines of Rome - See "SUPER SONIC SOUNDS" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
1) I use it to make connections to art. Lines.... long and short; foreground and background; colors. The oboe and bassoon play long majestic phrases (16 beats, I think) while the pizzicato strings plunk along in the background. Kinders find it a lovely freeform dance opportunity.
2) I draw a "frame" like for a picture on my board [with]a bunch of long lines in green that look like (my version of) mountains, in the front and receding, like a picture of the Smokies.
I use a blue one to make little bitty lines all over the sky. Then I mention foreground and background. The mountains are in the foreground and the little dots are the stars in the [distant] background.
"That's like Mr. Respighi composed his piece. The melody of long connected sounds is in the foreground and the the pizz strings are in the background. Listen and see what you can hear."
3) We listen and I draw long arcs overhead for each phrase and at the end I put a period by touching my index fingers together when the arc gets over to the other side....it's a musical sentence, isn't it?
4)… part way, when I'm clear that they've heard those long lines, I grab my recorder hanging around my neck and "pluck" the strap like a string, mimicking the pizz. Depending on the age, they'll do it with me or just watch..... I don't care. They are paying attention with their eyes, ears and mind.
5) Another lesson: Remind them about composers..... including Respighi and "can kids be composers? No? Well, today you ARE gonna be a composer!"
I put a 16 beat grid on the overhead and ask kids to tell me what to fill in, rhythm-wise. First graders used quarter, two eights and quarter rest; seconds added half notes. third added whole notes. I monitor it of course so help avoid impossible or unreasonably difficult rhythms. The first 4 beats are "red"marker, the next are "blue" marker (any two colors is fine). Then we say the rhythms all the way through.
a) half the class says the rhythms on the red notes, half on the blue notes. Talk about having to focus. Then we switch.
b)we clap and say the rhythms.
c)I pass out sticks and drums and drums play blue and sticks play red. (They LOVE doing this and they are always impressed how good it sounds with the music. And they to show their teachers. Look, we're composers!)
6) The form of Laura Soave is interesting, binary with some first and second endings.... I use the first 8 beats with a repeat sign, and the second eight have a repeat sign too. We just go back and forth. Sometime, I "trick" them by indicating to go to a different line than usual. With third grades I do a DS and Segno sign to introduce that.
Pass out paper and crayons and we're gonna create long lines and short lines visual composition while we listen to Laura Soave. The melody line is do-able in D major from low d to b. Has some E and F# back and forth spots but that's the hardest thing there is. -- Martha in TallahasseeBACK to Composers Topics
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NIKOLAY RIMSKY-KORSAKOV
06/14 FLIGHT OF THE BUMBLEBEE - ACTIVITY: I finally got the idea of taking 4 scarves, holding them end to end diagonally, folding the in the middle and then wrapping a rubber band around the folded end. Makes a great flower and they were free! For the Flight of the Bumblebee activity, some kids were flowers and sat on the floor and some were bees (yellow or black mini streamers). When the music starts the bees are to listen to the music to move their bee and find a flower to buzz around. And this was my addition to the activity (literally at the last minute) - I told them that there are some frogs hiding in the flowers and they had to be careful or they'd get eaten! When I played a guiro they were to escape to another flower... The screams of joy were so cute! ---- D. Brian Weese
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12/07 "Dance of the Tumblers" CURRICULUM: See “The Tin Forest” (Season 2007-08) at
http://www.minnesotaorchestra.org/education/curriculum_index.cfm
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12/07 [The] version of Bobby McFerrin and YoYoMa doing this, [is] REALLY cool! The McFerrin/Yo-Yo Ma version is on their HUSH album.
https://www.youtube.com/watch?v=eyFEuoDu8Dk
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6/01 Great site with pictures, elements, etc., Sheherazade:
http://courses.wcupa.edu/frichmon/mue332-spring2000/RyanFegley/
LESSON: http://joy2learn.org/pdf/lesson_plans/visual_art/Arts_Understaning_Music_Schwab.pdf
Bio + Interesting poster: http://www.52composers.com/rimsky-korsakov.html
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GIOACCHINO ROSSINI
07/15 Overture to the "Barber of Seville" - See " Warner Bros. Presents Bugs Bunny at the Symphony" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://sfopera.com/SanFranciscoOpera/media/Education-Resource-Materials/Barber/BarberImages.pdf
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04/05 Rossini's Ghost Video VHS only - $19.95 In a kitchen in Italy in 1862, little Reliana helps her grandmother Rosalie make pasta sauce. As steam swirls magically through the kitchen, Rosalie argues with her oldest friend Martina and tells the story of an opera composer they once both knew. Soon, Reliana finds herself transported through time back to a theatre in Rome nearly 50 years earlier. She is invisible to everyone but the composer, Signor Rossini. She watches in alarm as one of the singers puts a curse on the production and everything begins to go wrong. Set in 1816, the year The Barber of Seville had its disastrous premiere, Rossini's Ghost is the story of three women who learn that friendship, like opera - or a great pasta sauce - requires nurturing, patience, and time. . -- Patricia Albritton
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03/03 Video: "Rossini's Ghost"
An insecure young composer of opea, Rossini, receives encouragement and prophecy from a little girl, Reliana, who magically appears and thendisappears as a ghost spirit. Only Mr. Rossini can see this apparition, whobrings him an important message from the future when his opera has a curseplaced on it and he becomes despondent. The ghost shows Rossini somethingthat changes his attitude about his future as a composer of great opera. Available from Plank Road Publishing: http://www.musick8.com/ $9.95 (as of 02/03)
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Videos
You can get Rigoletto from: Feature Films for Families P.O. Box 572410 Murray Utah 84157-2410; 1-800-347-2833 they also have all the music on cassette and a songbook from the film!
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FLASHLIGHT ACTIVITY - William Tell Overture
Type of Activity: Active Listening -- Form- by Artie Almeida
Estimated number of
class periods to complete: 2
Materials needed: Tape of last 3-1/2 minutes of "William Tell Overture" (the Finale section)
Small plastic plates (7" diameter) - enough for 2 per student, Flashlights - enough for 1 per student
Colored cellophane paper in 3 colors, Rubberbands
1. Play the introduction and short bit of the "A" section of WTO. Ask students if they have ever heard it before and try to identify where they have heard it (movies, TV, commercials, cartoons, etc.). Explain about the Lone Ranger TV showand how WTO was the theme song for that show.
A. Relate to use of different forms in writing - poems, letters, paragraphs.
B. Each new musical idea gets it's own letter, beginning with "A", then "B", etc.
C. To be simple, music could just follow alphabetical order of sections. But to be interesting, composers mix up the sections and sometimes repeat the sections.
1. Review the form of WTO. Ask students about movements for each section. If time, play through the WTO and just use hands (no plates) for movements to review.
A section Red
B section Blue
C section Green
D section Teacher only (could select one student for this)
Coda All colors
Hope this is clear enough for everyone. Artie, if you're lurking, I hope I did a good job of writing it out. This activity (especially the second day with the flashlights) was the highlight of the school year. I had a second grader tell me, "Miss Morgan, if they gave an award for the best music class this would win!!" It's a lot of fun and even your most obnoxious student will sit still for this and participate.
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Listening for RECURRING THEMES in the WILLIAM TELL OVERTURE
-Students will identify themes from the William Tell Overture (Finale) -Students will follow a listening map
-Objects with a recurring pattern such as a quilt, peice of fabric, picture, wall hanging, etc.
-Cards depicting each theme from the map (one set for each group, enough so that each person in the group can have one)
-Recording of the William Tell Overture
-LISTENING MAP for William Tell Overture If possible a transparency to help guide student listening and copies for eachstudent
Overhead projector; Video: Bugs Bunny OVERTURES TO DISASTER
MOTIVATION: Divide class into groups Each group is given something in which they must find a recurring pattern
Each group is asked to explain what they observed to the class
B: and it goes and it goes and it goes real fast and it goes real fast and it goes real fast and it goes and it goes and it goes real fast it goes real fast real fast real fast!
C: It was written by Rossini in eighteen twentynine. It was written by Rossini in eighteen twentynine.
D: Da ditit da da DAH....da DA da da da DA da da da ........
Bridge; Coda
3. Each group is given a visual representation of one theme from the listening map. Each group is responsible for one theme from the William Tell Overture. Or...each person in the group is given one theme from the Overture. And they must hold up their card when they hear their assigned theme in the music. Switch cards for repeated listenings.
4. In a future class students follow individual listening maps to see if they can keep up.
-students give nouns, verbs, action words, name of instr., etc. before teacher reads the story aloud
-story is read substituting students' words in selected places in the story. -after all have had a good laugh...story is read using factual words.
* Give students a copy of the story about Rossini. Ask them to take facts about Rossini from the story and create a crossword puzzle, word find, scrambled letters puzzle or another type of puzzle or game.
VOCABULARY: Introduction, Overture, Coda, Bridge, Theme
Rossini was born on the 29th of February, 1792, in Pesaro, a small town in Italy. Since he was born on a leap year, when he died he was 76 years old but had celebrated only 19 birthdays! Rossini studied music from an early age but didn't have much patiece for book learning and theory. His first piano teacher used to doze off in the middle of the (1) LESSONS: when he woke up, the young Rossini would say (2) THAT HE HAD PLAYED ALL THE PIECES. He wrote his first (3) OPERA when he was (4) 14 YEARS OLD. From 1810 to 1829 he wrote 40 (3) OPERAS then he quit. One of his most famous (3) OPERAS was (5) THE BARBER OF SEVILLE. The first night it was performed, in 1816, hardly anything went right; the tenor (6) BROKE A GUITAR STRING, the bass (7)FELL THROUGH A TRAP DOOR IN THE STAGE and had to sing with a bleeding (8) NOSE, and near the end a (9) CAT wandered onto the stage, sending the audience into fits of laughter. Rossini wrote his last (3) OPERA, William Tell, in 1829. It has a very famous (10) OVERTURE. (An (10) OVERTURE is the music that is heard at (11) THE BEGINNING OF A MUSICAL PLAY OR OPERA). This music is also known as (12) THE LONE RANGER theme music. Most Rossini (10) OVERTURES follow a pretty predictable pattern: they start quietly and then get louder and louder until the big, splashy finish. the earned his the nickname "Mr. Noisy". At the age of 37 he retured and spent the next 39 years (13) PARTYINGand (14) TRAVELING with friends. Rossini spent his returement (15) ENJOYING HIMSELF. On Saturday nights he'd(16)HOST A MUSIC PARTY TO WHICH ANYBODY WHO WAS ANYBODY WOULD TRY TO BE INVITED. He became a gourmetcook and grew very fat but didn't care. He dies at the age of 76 in 1868.
(1) Room in a house
(2) Something you say to someone who has just woken up
(3) A type of music
(4) A number
(5) Name of a song
(6) Action verb - past tense
(7) Action verb - past tense
(8) A body part
(9) An animal
(10) Part of a song
(11) A time of day
(12) A tv show title
(13) Action verb-ends in "ing"
(14) Action verb-ends in "ing"
(15) Action verb-ends in "ing"
(16) Action verb
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It was a worksheet when my students watched the Composer video 'Rossini's Ghost' If For those of you that haven't used these videos, they are really well done - very much like 'Beethoven lives Upstairs'. The complete set includes:
Rossini's Ghost
Liszt's Rhapsody
Handel's Last Chance
Strauss - the King of 3/4 time
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ROSSINI'S GHOST (worksheet)
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Duke Sforza-Cesarini (acording to New Grove Dictionary of Opera) died weeks before the premiere of Rossini's "Il Barbiere di Sevillia" on 20 February 1816, which he commisioned for the finale of Rome's carnival season in 1816.
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Fiction: The story about Reliana going back in time was made up by the makers of the movie.
diva: _____________________________________________________________________
empressario: ________________________________________________________________
Rosina is the ward (adopted daughter) of _____________.
Dr. Bartolo wants to marry _____________ for her money. She doesn't like him very much. ________________is also attracted to Rosina, but can't get to see her because Dr. Bartolo keeps her locked up.
___________ - the Barber of Seville is rowdy and full of mischief and he will cook up a plan to get the Count Almariva into the doctor's house so the Count can meet Rosina face to face.
In the video, Rosina is played by _________________.
How did the opera audience react after the first performance of The Barber of Seville?
____________________________________________________________________________
____________________________________________________________________________
What did opera fans do to the composer when they really hated an opera?
_____________________________________________________________________________
_____________________________________________________________________________
Why did Rossini hide under his bed during the second performance of the Barber of Seville ?
_____________________________________________________________________________
_____________________________________________________________________________
What did the opera fans do after the the second performance of he Barber of Seville?
_____________________________________________________________________________
_____________________________________________________________________________
Draw a picture of the opera house.
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SCARLATTI, ALESSANDRO
DISCOGRAPHY (+ recordings & portrait) : http://www.classicalarchives.com/composer/3285.html
BIOGRAPHY: http://www.allmusic.com/artist/mn0001231509/biography
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SCARLATTI, DOMENICO
Interesting fact about Domenico Scarlatti and Handel : http://jan.ucc.nau.edu/~tas3/dscarlatti.html
DISCOGRAPHY & RECORDINGS: http://www.classicalarchives.com/composer/3286.html
BIOGRAPHY: http://www.allmusic.com/artist/mn0000956566/biography
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SCHOENBERG
07/13 12 Tone Music: great 30 min. video !! http://www.youtube.com/watch?v=4niz8TfY794&feature=youtu.be
BIOGRAPHY: http://www.classicalarchives.com/composer/3302.html
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FRANZ SCHUBERT
07/15 SYMPHONY #8 (Unfinished) Allegro Moderato -See: "THE COMPOSER IS DEAD" Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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06/09 SCRIPT FOR TROUT QUINTET by Schubert 4th movement: Theme and Variations performed by Andras Schiff and the Hagen Quartette “La Truite”, 1984.
The Trophy Trout Story created & written by Robin Smith
Part I 0:00-1:07 Introduction Close your eyes and imagine a time long ago. You see a beautiful thick forest covering hills and mountains stretching far off into the distance. If you look closer into the woodland you might see a river making its way down the mountainside through trees and meadows.
Look a little closer and you’ll see where the water runs faster in some places and slower in others. Just next to the river bank is a fallen log and a still pool where you can see straight down to the bottom. The floor of the river is lined with gravel and smooth colored stones, a perfect home for Trout and other fish. A tree stretches out across the pool as if to see its own reflection in the calm surface.
Insects dance and scatter across the water—May flies and Cadis flies. Now and then a fish jumps out of the water and snatches one for a snack. Imagine the day was just dawning, as the Earth turned ever so slightly towards the sun. Streams of sunlight poured through the trees, bringing warmth and comfort after the cold night. This day was no ordinary day—this day great joy would come out of something that at first seemed quite hopeless.
Tristan was a very proud fish—proud of his rainbow colors and proud that he had never taken the bait of a fisherman’s line. He had never been caught! He could swim faster, jump higher and was easily the most handsome fish in the river. And it’s quite possible that he was a little too proud of the fact that he had never been caught. He was becoming a little careless, and on that day it would prove dangerous. But he wasn’t thinking of that now. He was thinking about having fun, finding his friends and eating some delicious flies.
“Hi! I’m Winnefred!” she said. “Would you like to swim down past the trees and out by the meadow with me? I hear there are some big May flies this year.”
Tristan, remembering how hungry he was and eager to show off his jumping ability, immediately shouted “Yes!.......But wait! How come I’ve never seen you around here before?” Tristan was sure he would have remembered that sweet face and those gills (sigh) oh the gills!
“I usually swim a lot further upstream, but lately I’ve wanted a change of scenery so I thought I would come down here today. I hear this is a nice place for a swim. “
“Oh, yes---The very best!” Tristan shouted, prouder than ever. Off they swam down the river toward the meadow. Tristan couldn’t wait to show Winnefred what an excellent jumper he was and to catch some of those big, delicious flies!
Arriving at the stream, the fisherman attached his hand made fly to the line. He whipped the line back and forth three or four times making large “U” shapes in the air. Finally it gracefully landed on the water’s edge. Tristan, eager to show off his amazing abilities to Winnefred, saw the bait and without realizing what is was, quickly swallowed. He jumped out of the water and back in again in his excitement and recklessness. Tristan never stopped to think it might be attached to a line, a pole, a fisherman!!
Suddenly, everything in Tristan’s world seemed more important, more beautiful and more real. He felt silly that he had thought himself to be so especially wonderful when everything around him was just as wonderful—including Winnefred! And there she was swimming toward him with that sweet face and those gorgeous gills!
The fisherman never came back to that place in the river. He promised himself that he would never try and catch the Trophy Trout again. He would never forget that day and that was all he needed.
The following year found Tristan and Winnie still swimming in that River, but now there were quite a few smaller rainbow trout swimming about and calling,
“Mama, look how high I can jump!” and, “Papa did you see how fast I swam?”
“Careful, Son”, Tristan would reply. “Did I ever tell you about the time I was caught by the fisherman?” “Yes, Papa…about a million times.” Groaned his son, “But could you tell it to us again? Tristan smiled and with a sigh of satisfaction began to tell, for the one hundredth time, the story of the most important day of his life. And that’s the story of Tristan the Trophy Trout and the day he came to love his home, his friends and his freedom in a way he never had before. ---- Robin Smith
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FREE ONLINE LISTENING KIT (.pdf) http://www.artsalive.ca/en/mus/musicresources/teachers.html
----------------------
Websites:
01/04 Schubert song cycle: Kosegarten Synopsis of plot, Introduction & background, Translations of all songs, etc., (Kosegarten is the poet)
http://www.gopera.com/lieder/kosegarten/index.html
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Schubert song translations: http://www.lieder.net/lieder/get_settings.html?ComposerId=2520
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12/03 Interesting commentary on Schubert translations (Winterreise) and a translation of the final number: “Druben hinterm Dorfe”
http://www.ralphmag.org/CD/winterreise.html
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Graph of pole "What's your favorite song cycle? http://www.gopera.com/lieder/fav_cycles.html
Goals: listen for elements in the piece; listen for sections; analyze results and conclude type of form
Instrument Families: Strings-S Woodwinds-W Brass-B Percussion-P
Duple meter: in two's
Triple meter: in three's
SCHUBERT - Second Symphony, Second Movement: Andantino
a. _____ 1. Follow the theme on the 2d page.
2. Family? ________
b. _____ 3. Is the theme: same? similar? different? (circle one)
c. _____ 4. Family?d._______
5. Listen for the brass theme: same? similar? different?
6. Do you hear the (symbols here for cresc. and decresc.)?
d. _____ 7. Major or minor? (circle one) Duple or triple?
8. Theme: Same? Similar? Different?
9. Do you hear the \\\\ under the theme?
e. _____ 10. Family? _____ Duple meter or Triple meter?
11. Listen for this rhythmical pattern: i i i z
f. _____ 12. Theme: Same? Similar? Different?
g. _____ 13. How does the tempo differ here? ____________________
14. Did this last section play the entire theme?
15. What might it be called?
16. What form is this piece: (Circle One)
Rondo ABA T & V AB
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GUNTHER SCHULLER
07/15 Seven Studies on Themes of Paul Klee-- See "PICTURES AT AN EXHIBITION" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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ROBERT and CLARA SCHUMANN
http://www.cynthialarge.com/schumann/schumannessay.html (click on any painting to see it larger)
SCRIPT IN DIARY FORM - ROBERT MEETS CLARA
http://music.minnesota.publicradio.org/features/9607_schumann/cschumann1.htm
There are selections of her pieces, but nothing specifically featured.
http://www.classicsforkids.com/composers/bio.asp?id=66
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RUTH SEEGER
BIOGRAPHY:
https://en.wikipedia.org/wiki/Ruth_Crawford_Seeger
http://www.peggyseeger.com/ruth-crawford-seeger/ruth-crawford-seeger-biography
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JEAN SIBELIUS
07/15 Violin Concerto, movement III - See "SUPER SONIC SOUNDS" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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JOHN PHILIP SOUSA
LESSON:
07/15 http://www.soundsofsousa.com/lesson-plans
07/15 teachbesideme.com/november-birthdays-john-philip-sousa-lesson/
07/15 http://www.nafme.org/red-white-and-blue-patriotic-lesson-plans-and-classroom-activity-ideas/
07/15 http://schools.nyc.gov/offices/teachlearn/arts/CC%20Unit%20Plans/CC%20Unit%20Plan-Music-MS-John%20Philip%20Sousa.pdf
07/15 http://www.lessonplanet.com/lesson-plans/john-philip-sousa/all
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WILLIAM STILL
07/15 BIO/DISCOGRAPHY/TIMELINE: http://www.mswritersandmusicians.com/musicians/william-still.html
LESSON: http://www.pbs.org/black-culture/shows/list/underground-railroad/classroom/
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RICHARD STRAUSS
07/15 Opening excerpt from Thus Spake Zarathustra - See "SUPER SONIC SOUNDS" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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"Strauss The King of Three-Quarter Time"
Needing inspiration for a new musical composition the Countess had requested, Strauss hears the haunting sounds of a hunting horn in the distance that captures his attention. After he meets the boy, Nicholas, whoplayed the horn while riding through the deep woods, they become helpful in each other's lives. Available from Plank Road Publishing: http://www.musick8.com/ $9.95 (as of 02/03)
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IGOR STRAVINSKY
07/15 CIRCUS POLKA-See THE COMPOSER IS DEAD - Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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01/02 FIREBIRD ACTIVITY: (Movement) Basically it's a pantomime-ballet with the original story and music by Stravinsky. you will narrate while the kids silently act out the story.materials:
Cd of Firebird ballet music and stereo
Synopsis of ballet written or memorized
Costumes.Characters and Costumes for each:
~Handsome Prince Ivan: crown (red) and toy bow/arrow
~Evil King Kaschei: crown (black) and fake sword
~various monsters: masks for all the other boys (paper plates on popsicle sticks or attached with elastic work great! or raid the store at Halloween for cheap plastic ones), opt. fancier mask/Viking hat for the evil Ogre
~Beautiful Princess Elaina: crown (Walmart has a nice tierra-style one), Easter basket, yard of cheap lace and fake flower bouquet for wedding scene.
~other princesses (E's sister's): generic Easter baskets (Dollar Store!) with a handful of confetti or paper bingo chips for all the other girls, Christmas garland halos for girls' heads (opt.)
~Firebird: felt/posterbrd. crown covered in flame-colored feathers (blue, orange, yellow, and red), red long-sleeved pull-on shirt (Goodwill) with long strips of flame-ish fabric sewn all over the sleeves (when arms are flapped the strips should wave).
~optional but very cool characters: two or three Handsome Lords who've been turned to stone: each should have a crown and a fake weapon and frozen in a compelling position like they were frozen while defending themselves.
Other necessary props: golden egg! basically a giant shiny gold-lame pillow shaped like an egg that can survive being raised in the air and smashed to the ground by 10 years worth of Handsome Prince Ivans! opt. if you can find or make a box into a treasure chest, all the better!
One wall = Kaschei's castle. one chair there for the Ogre.
Another wall (or behind the piano, etc...) = the King's magic forest.
Rows of chairs work great for this too, the girls can duck behind them.
Egg hidden in the "forest" somewhere (prince should know where it is)
Prince is out the door or far off to the side.
Firebird flying in patterns near center chair and around the garden.
King (standing and looking evil), monsters (sitting cross-legged), Ogre (in chair) are all together along castle wall.
Lords are frozen at each side of castle wall.
Princesses are hidden in forest (sitting along wall or hiding behind something).
Teacher: manning the stereo.
Castle: cover large table with white sheet paper and draw castle
Covered in ivy. tip over and monsters hide behind it.
Forest: cover large table with paper and draw trees. tip it over and girls hide behind it.
Position both tables at back wall of stage (as far upstage as you can go) with wide gap between tables.
Silver tree: large cardboard tree covered with foil and attached to step ladder turned sideways (this allows the bird to climb the steps still). or just the chair with some tinsel or strips of silver lame material attached works too.
Xerox off some homemade tickets and invite the kindergardeners (give stack of tickets to teachers) to a command performance. invite parents of first graders. have a couple of the performers collect tickets at the door. you could even charge the parents a dollar as a fund raiser.
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04/05 http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
Student guide: “Composer’s Life and Times” (lower on this page)
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NATHANIEL STOOKEY
07/15 THE COMPOSER IS DEAD--Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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FRANZ von SUPPE
0715 “Morning, Noon and Night in Vienna” - See " Warner Bros. Presents Bugs Bunny at the Symphony" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
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RALPH VAUGHN WILLIAMS
SCORE: SYMPHONY #5-2:
http://betterlesson.com/community/document/3255279/ralph-vaughn-williams-symphony-no-5-ii-scherzo-presto-misterioso-pdf
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GIUSEPPI VERDI
10/12 AIDA: One of my random cds has the Triumphal march from Aida. March on the A section, wave arms on the B section. Feet are moving to quarter notes, arms are moving to half notes. Your legs will ACHE at the end of the day, but it's fun.
BIOGRAPHY, PHOTOS: http://www.rvwsociety.com/bio_expanded.html
BIOGRAPHY: https://en.wikipedia.org/wiki/Ralph_Vaughan_Williams
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HENRI VIEUXTEMPS
BIOGRAPHY: https://en.wikipedia.org/wiki/Henri_Vieuxtemps
http://www.classiccat.net/vieuxtemps_h/biography.php
http://www.classicalconnect.com/composer/Henri-Vieuxtemps
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HECTOR VILLA LOBOS
07/15 http://www.rpo.org/UserFiles/Link/Villa-Lobos.pdf
BIOGRAPHY: http://www.rpo.org/UserFiles/Link/Villa-Lobos.pdf
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ANTONIO VIVALDI
07/13 (Spring) MOVMENT: I use one from a workshop that I attended years ago . . . it has different activities for each section in the song and I made "signs" to go with each section:
A - students clap the beat with the string melody (flowers on green paper sign)
B - use bird calls or little bird sound makers (birds on blue paper sign)
C - use 1/3 full water bottles and students shake them as fast as they can (flowing stream sign)
D - use thunder tubes (or stomp feet), yellow scarves or streamers for lightning, water bottles for rain, one student flips a light switch on and off for lightning (thunder/lightning sign)
(My actual lesson is at school, so I don't remember the specific form for ABCD etc. - but it pretty easy to tell when you listen to the piece. I just made enough A signs to fits all the necessary sections and enough B signs for all of the bird sections. You only need one "flowing stream" and one "thunder/lightning" sign.
My students LOVE this activity and listen really well to the music – they ask for it over and over again. ---- Velanne Gocken
: Materials Various insect finger puppets (or craft stick puppets: represent insects that make sound and those that don't). Bird puppets or stick figures Rainbow scarves or ribbons Something to represent the sun "Rain" (I use silver mylar streamers taped to dowel rods). Flower hats or artificial flowers held.
Process 1. Play "Spring". Ask the students to raise their hands when the music is louder. Hands go down when the music is soft.
2. When the violin solo occurs, ask the students to tell you of which animal this reminds them. Guide the answer to "bird".
3. When the music changes to minor key, ask them to tell you what happens often in spring. Guide the students to the answer "spring storm" or "rain".
4. Distribute puppets and hats to students at random. "Flower" students sit in the middle of the room in a crouched or ball position. This is their "flower bed" "Noisy" insects move to the left of the room. "Quiet" insects move to the right of the room. "Baby bird" student moves to the back of the room. "Mama bird" and rain move to the front.
5. As the music plays, the "noisy" insects run to the middle to hover over the flowers. When the music is soft, they run back to their spots and the "quiet" insects hover over the plants. When the violin bird "trill" occurs in the recording, the mama bird moves around the room "searching" for her next. At the end of that segment, the mama bird finds the "nest" and stays there.
6. During the minor segment, the insects either hide under classroom chairs or curl into a ball while the "rain" comes out. As it "rains", the "flowers" gradually stand up to simulate flowers growing. When the bridge to the "recap" comes on, the sun comes out and the rainbows flow. During the recap, the insects do their thing again! ---- Karen Stafford
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06/09 “ SPRING”: I ordered several insect finger puppets off of Ebay: ladybugs, dragonflies, bees, butterflies, crickets, etc. I also ordered a mama bird and baby birds in a nest.I also scrounged Goodwill,Michaels, and Dollar Tree for cheap hats (yes, foam or plastic to avoid the lice problem) and artificial flowers. Finally, I had made a "rain" prop using cut up streamer "backdrops" (I can't think of the proper word right now) from Oriental Trading, taped to a dowel rod for my 6th grade program (they had acted out and orchestrated "Bringing the Rain from Kapiti Plain). First of all, in the lesson, I had the kids listen to "Spring", raising their hands when the phrases were loud and putting their hands down when the phrases were soft. Then, I asked the students what the violin solo made them think of, guiding them to thinking of "birds". I also asked them, during the "minor development", what the mood change made them think of, and guided them to various answers, leading to "spring rain". We discussed what animals and insects would do when it rained, and the kids said "find shelter". (Actually, my first class bugs screamed. I had to adapt this for my other classes to tell them "Bugs don't scream! Lesson learned). We also talked a little about what plants need to survive. Then, I put "Noise Insects" and "Quiet insects" on the board. Pulling various finger puppets out of my handy-dandy finger puppet bag, I asked them which various insects made noise and which didn't. Basically, it boiled down to the butterflies and moths being quiet insects (even ladybugs, apparently, make clicking sounds).
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12/07 "Spring" See “How the Gimquat Found Her Song” at
http://www.minnesotaorchestra.org/education/0506curriculum_index.cfm
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06/07 FREE ONLINE LISTENING KIT (.pdf) http://www.artsalive.ca/en/mus/musicresources/teachers.html
Vivaldi and the Four Seasons Teacher Resource Kit (2004) 3.8 MB; Additional classroom activities
Listen to music: The Four Seasons; Additional information
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06/05 Images & websites: http://images.google.com/images?q=vivaldi&hl=en
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3 year old children love to do it. I use the chart in the old Macmillan KDG book as a guide. Tree theme (A) walking in the woods - rhythm sticks Bird theme (B) jingle bells Brook theme (C) plastic water bottles about 1/4 full, so they make a good sloshy sound Storm theme (D) maracas for rain, biggest hand drum for thunder, triangle for lightning
Day 1 First I tell them the story about walking in the woods in the springtime. Then we do the story with sound effects while we follow the chart.
Day 2 I tell them how Vivaldi put the story into music a looooooong time ago. Then we put the sound effects to the music, using the chart.
Day 3 We listen to the music, using the chart, but without the sound effects.
Day 4 We listen to the music without chart or sound effects. -- Judith Schneider
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http://www.artsalive.ca/en/mus/musicresources/teachers.html#2
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VIVALDI: FOUR SEASONS
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I LOVE "Vivaldi's Ring Of Mystery" by Classical Kids (be sure to use some of the ideas from the teacher's guides). I always preface it with a picture book (or websites) showing them what Venice looks like, and I tell them a little history of the city. I know a great website that chonicles the history of Venice, starting in 452 with the invasion of Attila the Hun, and the refugees fleeing to the lagoon islands:
VIRTUAL HISTORY OF VENICE: www.boglewood.com/timeline/
Kids love history when it's presented in an interesting way. I believe they truly have a better understanding of Vivaldi when they can picture what his surroundings were like, and what the people were like. To explain a little more about the Pieta, and other Vivaldi trivia, I use the book "Lives of the Musicians" by Kathleen Krull
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Read a beautiful book about Autumn Leaves while playing "Autumn" (from the Four Seasons). I like Autumn Leaves, photo-illustrated by Ken Robbins (Scholastic, 1998). This book has panoramic pics. and also detailed shots of various individual leaves which can then lead into some great leaf-ident. activities.
Contributed by Sandra Elder
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8/01 VOLUME II of CLASSICAL MAGIC'S THEMES TO REMEMBER has all four of Vivaldi's Four Seasons---with illustrations and words that children love to sing. There is also a translation of the original sonnet that Vivaldi wrote for each season. Works from K thru grade 5. Permission to copy words and illustrations from the Transparency Masters is granted. Available from Plank Road MK8 Marketplace. The "How to Use" section in the front of the book has two pages of suggested activities. However, activities are not spelled out in detail for each selection.
(See PlankRoad MK8 Marketplace - p.29)
Autumn colors glow, Trees all dressed up for the show,
Leaves play tag on the ground below, etc.
Small children can act out the words--Note that I've mentioned both thename of the composition and the composer so children automatically learn both.
This is a good one for Halloween. Many illustrations in the book(including each of the Four Seasons illustrations) include a little catcalled "Piano" and a dog named "Forte." You can always call attention totheir activities and to the meaning of their names. Where do they hearmusic that is piano and music that is forte?
While church bells chime, Come join Vivaldi Sing a song merrily etc.
I love the snow, Soft winds that blow, Pianissimo---etc.
Light snow flakes falling, Keep falling, falling, falling, Falling down on me!
The music "falls down" with the falling words. Good for teaching up and down movement in music--with the body following the words. (Snow, blow, and Pianissimo all end "up." Children could reach up on each "up" word.
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04/02 Four paintings of the seasons (circa 17th century):
http://grotesmurf.madscience.nl/music/vivaldi.htm
07/15 CARIACUTURE: https://commons.wikimedia.org/wiki/File:Vivaldi_caricature.png
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/activity/song.html
6/01 http://artsedge.kennedycenter.org/teaching_materials/curricula/curriculum_units.cfm?curriculum_unit_id=10
6/01 Sound clips and matching game (Match sound clips to words in poem)
BACK to Composers Topics
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RICHARD WAGNER
06/09 Brief Biography (see first two paragraphs) + painting
http://www.ipl.org/div/mushist/rom/wagner.htm
http://www.stars-portraits.com/en/star/richard-wagner.html
http://www.renoirgallery.com/gallery.asp?id=121
06/09 Complete piano score for “Die Meistersinger”
http://www.dlib.indiana.edu/variations/scores/bhr7019/large/index.html
http://ring.mithec.com/eng/wagner.html
http://www.naxos.com/composerinfo/Richard_Wagner_22392/22392.htm
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07/15 RIDE OF THE VALKERIES - Lessons: See "Symphony Spooktacular at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
(FOR THEMES CLICK ON 'MUSIC')
NOTE: For each scene and act you must change the code in the address. For instance, a1s1 = Act I, Scene I.
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8/01 Richard Wagner (1813-1883)
(Pronounced Ree-card Vahgn-er)
Richard Wagner was and still is the best dramatic (serious) opera composer in history. He was born in Leipzig, Germany in 1813. (This is the town where J.S. Bach worked and composed for most of his career.) From the time he was a young man, Mr. Wagner wanted to compose music that Germany would be proud of. In 1848, Wagner became involved with people against the government and had to leave the country so that he wouldn't be arrested. He went to Vienna, Switzerland.
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8/01 "Die Meistersinger" - The Story of the Opera
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7/01 Paintings from the Ring: http://www.galleryrvdspek.demon.nl/htmrichard/muziekliteratuur.htmBACK to Composers Topics
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ANTON WEBER
07/15 Overture to Der Freischütz -- See "TIN FOREST" -Lesson at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculum
BACK to Composers Topics
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JOHN WILLIAMS
07/15 IMPERIAL MARCH from STAR WARS -Lesson - See "Symphony Spooktacular" at:
http://www.minnesotaorchestra.org/learn/teachers-students-and-parents/young-peoples-concerts/curriculumBACK to Composers Topics
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WOMEN COMPOSERS
01/07 http://www.kapralova.org/DATABASE.htm
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There are many women composers to choose from, starting with Hildegard of Bingen (1098-1179) to Ellen Taafe Zwilich (b. 1939)
http://www.nhptv.org/kn/itv/mcd/zwilich.htm and Jennifer Higdon (b. 1962) http://www.jenniferhigdon.com/ and beyond.
The coloring book of Women Composers is handy for quick information, but for further information, you might want to see these books:
The Norton/Grove Dictionary of Women Composers edited by Sadie and Samuel
Women in Music: An Anthology of Source Readings from the Middle Ages to the Present edited by Carol Neuls-Bates
Women Composers: The Lost Tradition Found by Diane Peacock Jezic
The Pandora Guide to Women Composers: Britain and the United States 1629-present by Sophie Fuller
Women Making Music: The Western Art Tradition 1150-1950 Edited by Bowers and Tick
Women and Music: A History Edited by Karin Pendle
Historical Anthology of Music by Women edited by James R Briscoe -comes with tapes/CDs -- Penny Thomas
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07/05 Amy Beach (http://www.pbs.org/wnet/ihas/composer/beach.html), Libby Larson (http://www.libbylarsen.com/), Fanny Mendelssohn (who wrote some of her brother's music), Hildegard of Bingen (sacred music: http://www.fordham.edu/halsall/med/hildegarde.html) , Clara Schumann Linda Spevacek, Diane Warren
Contemporary Music: Toshiko Akiyoshi - jazz pianist and composer, Anne Ellsworth, Jill Gallina, Teresa Jennings, Carol King, Cristi Miller, Dolly Parton, Rachel Portman - film composer , Carmen Ravosa, Natalie Sleeth,
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07/05 Jennifer Higdon (http://www.jenniferhigdon.com/)is a notable woman classical composer
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Ellen Taafe Zwilich is the recipient of numerous prizes and honors, including the 1983 Pulitzer Prize in Music (the first woman ever to receive this coveted award). In 1995, she was named to the first Composer's Chair in the history of Carnegie Hall, and she was designated Musical America's Composer of the Year for 1999.
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General
The Heroic Symphony, Pictures at an Exhibition, The Farewell Symphony, and The Goldberg Variations, all written by Anna Harwell Celenza, illustrated by JoAnn E. Kitchel. Each book comes with the CD, too. I'm pretty sure Plank Road Publishing http://www.musick8.com/ carries all four. The books provide a good introduction to the work, are nicely illustrated, and introduce students to the composer. Barbara Lee
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10/04 Some of my favorites for inspiring movement and music:
Water Dance by Thomas Locker
Almost anything by Gerald McDermott -- Mary Evans
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01/04 For a super woman composer, don't forget to include Hildegard of Bingen -
early , early but wrote wonderful 'out of the rules' music!
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04/03 “TOWER POWER” by Pamela Rezach
As each student enters the room give him a composer card. (Use only the cards that give information about a composer.)
Divide the students into ten teams. (Each team representing one of the composers.)
Make sure that all the cards have been handed out, even if some of the students receive more than one card.
Begin with a team (child #1 in that team for the first turn and so on) and ask him to select a number from 1 to 40. Once he has picked a number, you will then read the question that is numbered with that number and announce which #card (each composer has a number) the answer appears on. (There is different information on each of the four cards about each composer so only one child will have the correct answer.)
It is important that the students listen to which question numbers are chosen. If a student asks for a question that has already been asked one piece from his team’s tower will be taken away. (This makes them listen!)
Whoever has the card with the answer on it will raise his hand, give the answer and begin building the tower for that composer - which may not necessarily be his team. (This drives them crazy!)
Before asking the next question, have each student pass his card to the next person. (This will further develop reading comprehension skills.)
Ask the next person to select a number from 1 to 40 and continue on with the game.
The composer’s tower that is completed first is the tower with the most power. They are the winners.
Which composer lived in the Classical period? Card 4
Which composer lived in the Romantic period? Card 5
Which composer was from France and belonged to a family of instrument makers? Card 3
Which modern composer from Britain composed the first opera (by a woman) that was performed at the Metropolitan Opera House in New York City? Card 6
Which modern composer wrote a music theory course for the blind and physically handicapped? Card 10
Which modern composer had a very famous sister who trained her as well as many famous American composers? Card 7
Which composer specialized in jazz music and wrote music for American’s famous jazz musicians Duke Ellington and Benny Goodman? Card 8
Which composer was called “the marvel of our country” by a French journalist? Card 3
Which supporter of women’s suffrage wrote “March of the Women” as the movement’s battle song? Card 6
Which composer helped us know more about her brother’s musical life by the writing in her diary? Card 4
Which composer published some of her songs under her brother’s name? Card 4
Which composer began studying clarinet at age eleven? Card 10
Which composer experimented with the way orchestral music was performed by having some of the performers stand or walk around as the music was being played? Card 9
Which composer had eight children and still continued to teach music? Card 5
Which composer won the Prix de Rome with one of her choral compositions? Card 7
Which composer’s father decided he would develop his child into a superior musician before she was born? Card 5
Which composer’s Horn Concerto and Viola Concerto are some of her best works? Card 9
Which composer’s family did not want her to be a composer? Card 4
Which composer quit composing because she went deaf? Card 6
Which composer wrote more than 40 compositions? Card 7
Which composer did not give a public performance until she was 32 years of age? Card 4
Which composer played the piano with the band for thirteen years? Card 8
Which composer began performing at the age of six? Card 3
Which composer is best known for her violin sonatas and pieces for the harpsichord? Card 3
Which composer conducted a piece of music with her toothbrush while in jail? Card 6
Which composer wrote a set of piano duets for teachers and students? Card 9
Which composer married another famous composer who studied with her father? Card 5
Which composer became noticed or recognized for her composition talent when her “Mass in D” was performed at Albert Hall in London? Card 6
Which composer wrote the music for a film in 1982? Card 10
Which composer wrote electronic music? Card 10
Which composer’s husband ended up in a mental institution? Card 5
Which composer is known for her long orchestral works? Card 9
Which composer had her own small jazz band? Card 8
Which composer was from Scotland? Card 9
Which composer was from Connecticut? Card 10
Which composer wrote swing, bop, and avant-garde jazz? Card 8
Which composer was born in Atlanta Georgia and grew up in Pittsburgh? Card 8
Which composer wrote a prize winning composition name Faust et Helene? Card 7
Which composer died at the young age of twenty-four? Card 7
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04 I have created a large group game using the cards from this card game. The students really enjoy playing the game. I divide the class into teams - each team represents one women composer that is in the card game.(They build towers as they search and learn facts about the women composers.) I call it "Tower Power." I just played it with my fourth graders two weeks ago.
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03/03 Diane Warren: She wrote a lot of movie themes like "Because you Loved me" from Space jam, "How Will I live without You" from that movie with Redford and Michelle Pfeiffer (sp?), the theme from Music of the Heart, the theme music from the Enterprise, etc. She is also a big advocate for music in the schools and March as we all know is Music in our Schools Month. Did she write My Heart Will Go On? I think so. But she is pretty prolific. There is always Clara Schumann also
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I also do a composer of the month each month. I have a 5 year cycle so that each month of EVERY year that a child is in my classroom (grades 1-5) they are introduced to a new composer or pair of composers. I tried to choose ones that were featured in our textbook series as well as ones that I felt were necessary to include. I have some woman composers included though the men far outnumber the women.
Lili and Nadia Boulanger (sisters)
Natalie Sleeth
Clara Schumann
Teresa Jennings (of COURSE!)
Fanny Mendelssohn (Felix's sister)
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Distinguished Women of Past and Present. It's URL is:
www.netsrq.com:80/~dbois/index.html. Go to it and search by name for Sara
BACK to Composers Topics
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GENERAL: Web Sites
06/09 MIDI THEMES – http://www.multimedialibrary.com/Barlow/index.asp
You can search by composer, category of music (Ballet, Concertos, Marches,
Operas, etc), by notes (solfeggio) or view listing of all Themes by
composer.
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06/09 FIND A GRAVE: by name: http://www.findagrave.com/php/famous.php
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12/07 LIST OF CLASSICAL PIECES TO TEACH:
1. J.S. Bach, Passacagilla and Fugue in C Minor
2. Beethoven, Symphony No. 5 and No, 9
3. Bizet, Carmen
4. Brahms, Symphony No. 1
5. Chopin, Preludes
6. Copland, Appalachian Spring
7. Debussy, Prelude a L'Apres Midi d'une Faune
8. Dvorak, New World Symphony
9. Gershwin, Rhapsody in Blue
10. Handel, Messiah
11. Mahler, Symphony No. 4
12. Mozart, Clarinet Concerto
13. Mozart, The Magic Flute
14. Puccini, Tosca
15. Ravel, Bolero
16. Stravinsky. The Rite of Spring
17. Tchaikovsky, Swan Lake
18. Verdi, Aida
19. Vivaldi, The Four Seasons
20. Wagner, Tristan und Isolde
Pieces taught in general music classrooms:
21. Prokovief, Peter and the Wolf
22. Grieg, In the Hall of Mountain King
Saint Saens, Carnival of the Animals
24. Surprise Symphony
25. Mozart: Eine Kleine Nachtmusik
26. Tchaikovsky: The Nutcracker
27. Sousa: The Stars and Stripes Forever
28. Bach - Toccatta and Fugue in D minor
29. Gauraldi - Linus and Lucy
30. Khachaturian - Sabre Dance
31. Rimsky-Korsakov - Flight of the Bumble Bee
32. Rossini - William Tell Overture
33. Rossini - Barber of Seville
34. Pachelbel - Canon in D
35. Grieg - Peer Gynt Suite #1 - Morning
36. Strauss - Blue Danub Waltz
37. Grofe - Grand Canyon Suite
38. Beethoven - Moonlight Sonata
39. Copland - Fanfare for the Comman Man
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BAROQUE: POWERPOINT: http://www.pppst.com/index.html
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06/07 BY ERA: http://www.carolinaclassical.com/links.html (+ Opera)
01/07 [This] is an online music history course from the late 90's
Ancient music, Early music, Baroque music, Romantic music
20th century music complete with a snip from Pierrot Lunaire “Oh Joy”
African, Indonesian, Arab, India, Latin America
Elements of music, lots of gifs and sound clips -- Martha Stanley
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01/07 I would put up a bulletin board each month with four blank sheets of paper labeled "Clue 1, Clue 2, Clue 3, Clue 4." Then the other half of the bulletin board would be where I'd put pictures of the composer (I actually called it Musician of the Month becuase I also wanted to do performers, etc.). Each Monday, I would introduce a listening example (a minute or two long), a clue placed in one of the blank slots on the board, and a picture. On a desk underneath the bulletin board, I'd have a stack of "ballots" and a box.
On the ballot I wrote "I think the composer of the month is ______" then "My name is _______" and "My homeroom teacher is _______" I only did this for grades 3-5, and the kids were allowed 2 guesses per month. They could research all they wanted to find out who the person was. I allowed them to talk to their parents, grandparents, librarian, use internet, encyclopedias, etc. At the end of the month, I would separate out the ballots from each class, put them all in a hat and draw one name. I made sure the same person didn't keep winning (but didn't tell the kids that). I always gave a prize of some kind - usually candy. One time in the spring, I found ducky flip flops on sale for 1.00 and bought a couple pairs of those. The boys didn't go for them, but the girls thought they were very cute! =) They really liked it and could hardly wait until the end of the month when the M.O.M. (musician of the month) was revealed!! -- Marcia Rothra Raleigh, North Carolina
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Five online activities for lower elementary
L.A. Symphony site: http://www.laco.org/kids/html/activities.htm
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01/07 This site has Classical composer bios, quotes, pictures; Opera bios, plots: www.musicwithease.com
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http://www.barrysclipart.com/ (clip art)
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Stories of Composers for Young Musicians, by Catherine Wolff Kendall Toadwood Publishers, 1981. It is an excellent book for this age group. I do not know where to get it though- I inherited it from someone else. If you happen to see it, or can order it from Amazon, etc. it is worthwhile. It has 30 composers with short but informative stories. I use it all the time.
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This is a great resource which I use to select my "mystery composer" of the month. I print off a picture and facts and give a prize to the first one to identify the composer. This month it's Camille Saint-Saens, born this day, October 9, 1835 and we'll listen to Danse Macabre in a week or so. The younger grades will listen to selections from Carnival of the Animals.
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http://www.classical.net (click on "Composer index")BACK to Composers Topics
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GENERAL: BOOKS
01/04 "Bach to Rock" by Rosemary Kennedy and Mary Ronniger. It was interesting and fun. Of course, I had to add a fair amount to it, as it was a little sparse, but each unit/composer had enough ideas that it was pretty easy to my own imagination going. - Contributed by Bill Ahlman
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01/04 The following composer are featured in the terrific book, "The Lives of the Musicians (and what the neighbors though)" by Kathleen Krull. There are a lot of insights the kids would love to hear about these composers.
Vivaldi/Bach/Mozart /Beethoven/Chopin/Verdi/Clara Schumann/Foster/Brahms/Tchaikovsky/Gilbert and Sullivan/Satie/Joplin/Ives/Stravinsky/Nadia Boulanger/Prokofiev/Gershwin/W. Guthrie - Contributed by Sandy Toms
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Getting to Know the World's Greatest Composers by Mike Venezia. I've recomm.
these here before. can't say enough good about them. funny cartoons, accurate
and engaging texts, photos. Gershwin, Copland, Bernstein, Sousa, Ellington,
also some DWEM's.
I have a book called "Lives of the Musicians, Good Times, Bad Times and
What the Neighbors Thought." The author is Kathleen Krull. The kids LOVE
to hear the stories from that book. It has short stories about many
classical musicians.
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Early Childhood Units for Music
Great collection of "Making Little Books" (reproducible booklets for kids to color with scenes from music) many other ideas Simplified biographies, portraits to color, flannel board patterns, worksheets, etc.,
Composers in this book:
Prokofiev, Haydn, Mozart, Dukas, Saint-Saens, Rimsky-Korsakov, Beethoven
Bios, portraits to color, worksheets (inc. The human Voice, The Fugue, Comparing Composer, What did Mozart and I have in common as children, The Ear and How It Works) and much more.
Composers in this book by era:
De Machaut, Palestrina, Vivaldi, Bach, Handel, Haydn, Mozart, Beethoven, Schubert, Schumann (both), Liszt, Brahms, Tchaikovsky, Debussy, Stravinsky, Prokovfiev, Orff, Copland, Ellington, Gershwin, R. Seeger, Bernstein, Beatles
"Lives of the Musicians; Good Times, Bad Times (And What the Neighbors Thought)" by Kathleen Krull. This is a wonderful book about the private lives of some famous musicians accompanied by fascinating caricatures.
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"Lives of the Musicians; Good Times, Bad Times (And What the Neighbors Thought)" by Kathleen Krull. This is a wonderful book about the private lives of some famous musicians accompanied by fascinating caricatures.BACK to Composers Topics
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GENERAL: VIDEOS
COMPOSER VIDEOS: A Musical Journey. "Germany, a Musical Tour of Bach's Homeland" and "Salzburg, a Music al Tour of the City of Mozart" It shows video of the city, houses, castles, etc. while playing selections of their music. There is also a place on the menu to read about each chapter or place. Mozart's beautiful piano with angels inside the grand lid made me drool. Absolutely a feast for the eyes! . --- Wynne Alexander
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I've found the composer videos far more successful in my classroom than the Classical Kids series. I had major problems keeping kids listening to the Bach story - it's wonderful - but it simply wasn't working. I finally copied Bach portraits which the kids colored while they listened, but I never used the series again after that. I liked it best in the car with my own kids, when we had 12 hour car rides. The composer series was done for PBS - it's live action, and covers much the same material - beautiful music, but done in authentic settings with live actors. They learn so much history from watching the videos - candles and wash tubs instead of flick a switch or push a button! I've used them in grades 2-5, and the middle school band teachers love them for sub days. I use Handel in grade 4, then teach my kids a 2 part arrangement of the Hallelujah chorus - it's a terrific learning experience, and the kids love it! The set of 6 is available at www.christmasconcert.com for $89.95 (Video is just about 50 minutes long)
Composer Video: These great videos are produced by Devine Entertainment in Canada. Here is their website, e-mail address, and other info:
BACK to Composers Topics
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COMPOSER BIRTHDAYS
The first page you get is a profile of a famous musician who is currently having a birthday. (Happy Ginastera's birthday, everybody!) You can also click on a clandar for the current month to find what what musicans were
born on that day or what outstanding works were premiered on that day.
There are at least two Web sites which specialize in composers' birthdays. G. Schirmer has a site which lists the birthday for every composer whose work is published by G. Schirmer. The page for April can be found at:
http://www.schirmer.com/composers/birthdays/apr.html
The first page you get is a profile of a famous musician who is currently having a birthday. (Happy Ginastera's birthday, everybody!) You can also click on a clandar for the current month to find what what musicans were
born on that day or what outstanding works were premiered on that day.
If you want to memorize composers' birthdays, you can start with the most memorable birthdays. Bach and Mussorgsky were both born on March 21, the Spring Equinox. Rossini had only 16 birthdays during his lifetime because he was born on February 29, Leap Day.
You've probably heard the riddle "What day of the year is a military command?" "March fourth (March forth)!" That's Vivaldi's birthday!
BACK to Composers Topics
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GENERAL CLASSROOM IDEAS
12/13 12/09 Some ways a music teacher might use the comic creator
http://www.makebeliefscomix.com/Comix
*Create a cartoon that introduces a composer.
*Define a musical term. (First someone asks what it is, funny answer, then real answer...that kind of thing)
*Create a comic strip that reminds audience members how to behave during a concert. (Each student may just pick one thing like staying quiet or not walking around, etc...)
*Give a review of a musical in comic strip form.
*Mystery instrument. Create a comic strip that gives characteristics of an instrument (color, size, family, etc...) but doesn't say the name of the instrument. Have other students guess or use on a bulletin board. *Mystery Composer. Same idea as instrument.
*Create a cartoon that demonstrates at least three different kinds of voices ex: singing, speaking, whispering, shouting. How can we demonstrate using only text? --- Tracy http://www.musicbulletinboards.net
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12/11 COLORING PORTRAITS: Convert a picture into a black line drawing:
http://www.ehow.com/how_5715335_convert-coloring-book-online-software.html
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06/10 LISTENING TO BIOGRAPHIC INFORMATION: One thing that seems to work very well is what I call "Slip Notes." Students get a pencil and slips of left over paper which I scrounge from the paper cutter in the teacher's work room. As I read to the students, their job is to chose one fact that they find interesting AND they think no one else will write down. After I am done reading, we share what is on our "Slip Notes" and if no one else has what the student has, they get a reward. In my class, we use jelly beans. If we have time at the end of class, we repeat the process. They are given the chance to write down one more fact that has not been mentioned and again, it must be unique in order to get a jelly bean.
The students learn to listen using this method. They hear me tell the story. They take notes and then they share facts once again with each other. As they exit the room, I have them tell me what they found interesting about what they heard that day. We learn about Ludwig van Beethoven in 4th grade after we finish our Recorder Karate. If you know one of my 4th graders, ask them about Beethoven; they will be able to tell you much about his life! --- Contributed by Kristin Lukow
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06/07 FIRST/SECOND GRADE: When I do composer lessons with grades 1 and 2 I do fun, short little
things like:
2) I put a few facts about the composer on my bulletin board. Then I ask them questions and they take turns coming to the board to find the answers. I base my questions on their reading levels.
3) I can't think of a piece off the top of my head, but I usually find a piece by the composer and pick out one musical element for the students to respond to. For example, change in dynamics, change in tempo, an instrument that is prominently featured, a clearly discenrable form, legato/staccato, etc. Then I have the students do some creative movement with it, with scarves maybe, or with beat buddies, or something like that. You could also get a picture of the composer to color. -- Meredith Harley Inserra
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This site is another one you can go for days is:
http://www.hyperhistory.com/online_n2/History_n2/a.html
Click on people, then the blue names and you will find cultural figures from anytime in recorded history. Or politics or whatever. Potentially very interesting when you're researching for historical figures in the arts.-- Martha in Tallahassee
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QUIZ(How well do you know the composers?): http://www.artsalive.ca/en/mus/activitiesgames/
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06/06 I'm doing a composer research unit, but you'll need access to a computer lab probably. I'm doing this with freshman, but it'd work from middle school too. I had them choose a "dead guy" born before 1900 composer and they had to research TONS of things about him. No one could have the same guy, they all had to be different. At the end they gave a presentation which was pretty good. :) Here's the school's website (can't just link the actual page) where I have it outlined. We're on the second part, where they pick a contemporary person/band. I added the music analysis for this part, but we didn't do it for the composers.
Click on HOMEWORK on the left Click on HIGH SCHOOL Click on TEACHER DIRECTORY Scroll and click on SECTIONS by PROBST G Click on HOMEWORK by MUSIC APP B
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06/06 "THE PRESS CONFERENCE." It takes some prep work. Then you can adapt it for other composers too if you want. The idea is to have one child play the part of the composer at a press conference. The other students are the journalists at the press conference. Each journalist gets to ask one question of the composer. I gave each student a predetermined question and I gave "Haydn" a script of all the questions with all the answers, so all he had to do was read the answers off the script. I picked an expressive child who reads well. After "Haydn" reads his answer to a question he calls on the next "journalist" from his script. I printed two copies of the script. "Haydn" got one full script. I took the second one and cut it up for the "journalists" by pasting the questions on index cards and laminating them, so I could use them again. At the end of the "press conference" the "journalists" have to do their jobs and write a story from what they learned at the press conference. They had to take notes during the press conference, just like it was the real thing so they could write their stories. -- Meredith Inserra
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10/05 I found two handouts that I made and used years ago with my middle school gifted kids. They are titles of jobs that have to be done in order to have a good performance and 2)How the actor communicates with the audience. I used this to show students that the actor is just one of MAANYY people involved in a performance. It was actually pretty instructive to me as well. I'm delighted to have recaptured it because it could (and will) be used as a faculty handout to demonstrate what it ACTUALLY takes to put on a program. I listed 22 jobs!! And you wonder why you are overwhelmed when you put on a program?!?!? The communication lists what the voice and the body must do to communicate well. Actually, I have to recreate the files cuz the original files are in some virtual world elsewhere. -- Martha Stanley
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02/05 Here are some nice portraits with names, birthdates and portraits: http://www.montessorimaterials.org/
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www.laco.org/kids Has interactive sites. Young kids can "catch" Johann Sebastian Bug, play Beethoven Baseball with teams made up of composers and click on some cool graphics while classics such as "Carnival of the Animals" plays.
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01/04 I like to include art work from the period. I have some lovely transparencies from each period. I always have my students find ou who some of the artists were from each period, writiers, and what was happening in our country during those periods. It sorts of grounds it for them to realize who was president when Mozart was writing etc. - Contributed by Nora Hampton
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01/04 LIST: Famous Composers
Carl Philipp Emanuel Bach /Johann Sebastian Bach /Bela Bartok /Amy Beach /Ludwig van Beethoven /Hector Berlioz /Hildegard von Bingen /Nadia Boulanger /Johannes Brahms //William Byrd /Ruth Crawford Seeger /Frederic Chopin /Claude Debussy /Josquin Des Prez /Guillaume Dufay Antonin Dvorak /Christoph Willibald Gluck /George Frederic Handel /Franz Joseph Haydn /Paul Hindemith /Zoltan Kodaly /Franz Liszt /Jean-Baptist Lully /Alma Mahler /Gustav Mahler /Fanny Mendelssohn /Felix Mendelssohn /Claudio Monteverdi /Wolfgang Amadeus Mozart /Modest Mussorgsky /Giovanni Pierlugi da Palestrina /Alessandro Scarlatti /Dominico Scarlatti
Franz Peter Schubert/Clara Schumann /Robert Schumann
Heinrich Schutz /Igor Stravinsky/Peter Ilyich Tchaikovski /Giuseppe Verdi/Richard Wagner
Anton von Webern/Hugo Wolf -- Contributed by Judy Trohkimoinen
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09/03 This Day In Music
http://www.thisdayinmusic.com/
Find out what happened today in music (including birthdays)
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03/03 My kids do a composer unit every spring which includes writing and presenting plays about their composer. I've seen all kinds of creative ideas, from white grocery sacks to disposable diapers. Some of my favorites have been made with quilt batting or cotton balls.
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05/21/01 I am unabashedly a history freak and try to impart some of my passion to the children I teach. This year I have a wonderful group of 5ths and decided to revive my composer project. I had done this six years ago and it turned out to be a great experience both for me and the students. Here is a basic outline of what I did. You could certainly adapt the idea at least and make it fit your particular situation.There are five fith grades in my school. I came up with a list of 30 composers and charted out the names of the composers down the left side of the page and then across the top, the five classes teachers' names. The kids could pick a composer from the list - only one person per CLASS on a composer. On the grid that I created, I would insert the student's name next to the proper composer and under the correct class. Many composer had five kids on it - one from each class. There were a few odd ones - Cesar Franck had only one student assigned and John Philip Sousa had two students etc. etc.
1. to read about their composer
2. take notes on index cards on what they had learned about him or her (Amy Beach was included)
3. report to the class what they had learned.
4. They were to listen to a piece of music by their composer and after they did that, were given a template which I provided in the shape and size of a real CD (oak tag) and
5. they were to design a CD cover for the piece that they had listened to.I am not going to say that this was easy for me. It wasn't, but with anything that you THINK is important, you will somehow find the time to work it in. The bookkeeping was tremendous. Keeping track of students' work was a challenge. I had five large brown envelopes each labeled with the teacher's name on it. The CD cover and the index cards were put in the appropriate envelope.
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01/02 COMPOSER BASKETBALL
We have been studying the history of John Williams and covering a lot of listenings. So today I broke them into 4 teams - Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. Each team had a captain or prefect which was done by random assignment. And we had 3 rounds and they got 5 points if they got the answer and each had a chance to throw a ball into a box from different spots for different points depending on what number round we were on. It went really well and now this is something I can substitute different questions in about anything and I can leave with a sub.
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11/01 COMPOSER NOTEBOOKS
Currently I have 13 folders - using 2 different "all about composer" books that I have, I copied the composer's picture and biography and put them into page protectors. These went into a 3-prong pocket folder. (I bought 30 or so folders last year and never used them - just waiting for a good idea!) I kept thinking of what to use to get more folders - there are plenty more composers in my books, but I decided to also use my American Popular Music workbook that I bought a few years ago and haven't really been able to use. The great thing about this book is that each topic (composer or style) is covered on one page and then there are 10 "questions for consideration." All the work is done for me - I don't have to think of different questions! (I used Gretchen's suggestions for the other folders.)
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10/01 Here's the mini-composer report form that I'm using in the composer profile folders. I placed the pages of info on each composer in plastic sleeves in duotang folders. In the front pocket of each folder is the report form to be filled out by the student after reading the article.
Read the article carefully, then answer each question as thoroughly as possible. Use complete sentences wherever possible. Place completed report back in the folder and place on teacher's desk when finished.
1. What is the full name of the composer you've selected?
2. What country is this composer from?
3. Date of birth. Date of death.
4. During which period in music history did this composer contribute?
5. Wwhat instruments did s/he play?
6. Name 3 of his/her major compositions.
7. Describe 2 significant events that occurred during this composer's life.
8. What was one of the most important musical contributions made by this composer and explain why.9. Describe 1 interesting fact about this composer and/or his/her music.
That's it. Down the road I plan to prepare puzzles to include in the folders too.
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1. Age at important events: A 5-yr-old taking piano lessons impresses kindergarten students. (Almost all composers started around that age.) A 12-yr-old who plays with a symphony orchestra impresses 5th graders.(Chopin, for one.)
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Musical Advice to Shoppers:
Make out your Chopin Liszt early before Debussy season, when you have time to check out Verdi good bargains and can still get gifts Faure good price, not have to Handel large crowds and have time to give Bach things you decide you don't want.
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At the beginning of the month I assign a composer. The students go out in search of information on the composer. As the information comes in I spend about 5 minutes a day reading the info they have found. At the end of the month we spend a whole period discussing what we had learned and listening to examples of music. I also have worksheets for them to do. While they are listening, they are to answer some written questions.
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The best hands-on method I can think of for teaching about Composers is to take simple thematic melodies that the children will recognize, and teach them how to play that melody on the Orff instruments or melody bells. At the same time you can weave information about the composer's life and other famous works, or styles.
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Composer Contests School Wide: The contests are in each class and then the finals are in front of as many students as I can arrange....sometimes the chorus....it is all oral and each student enters. Round I: is naming pictures of composers Round II: is spelling the last name Round III: is musical facts Round IV : is identify music written by the composers....the student with the most points wins...If there is a tie, I go back to Rounds III and IV with more questions until the tie is broken.
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Composer research unit: team teach with your media specialist. Assign a composer, research his/her life, design a presentation (computer slide show, oral presentation, written report, newspaper article as if the composer were still alive, panel discussion on the topic of the composer's life, whatever you decide). You could narrow their choices to a specific style. You could require that students play an excerpt of the composer's music in their presentation.
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Composer research unit: team teach with your media specialist. Assign a composer, research his/her life, design a presentation (computer slide show, oral presentation, written report, newspaper article as if the composer were still alive, panel discussion on the topic of the composer's life, whatever you decide). You could narrow their choices to a specific style. You could require that students play an excerpt of the composer's music in their presentation.
Sept--Bach Oct--Carl Orff Nov--Scott Joplin Dec--Tchaikovsky Jan--Mozart Feb--Duke Ellington
March--Each class became composers writing a class song April--Engelbert Humperdink ( the one who wroteHansel and Gretel); May--Prokofiev
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Each board has periods of music history arranged across horizontally. The composers are arranged in the columns. The caller calls the period of music history first, then the composer's name, such as "Romantic-Chopin."
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We start our composer plays in January. Kids form groups of three or four and draw a composer's name out of a hat. I write several questions on the board that they have to research. Then they have to write a play that has all of the essential elements - setting, characters, motivation, etc., that somehow includes the answers to the questions. While they work (3-4 class periods) I play music from each composer. I provide some research material but they have to bring in some themselves. This turns into a major production. We have scenery delivered for days, elaborate costumes, amazing homemade wigs, even real food props. They love this! I do it with 4th and 5th. The lower grades practically drool waiting their turns. After all the plays have been presented (another 2-3 periods) I play snippets of the music we listened to while they were working and they have to identify the composer. I put all the names in a word bank, along with several decoys. They are completely absorbed in this activity, and it pulls in all sorts of academic skills. Some of their teachers even give up their conference time to watch the plays!
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For younger kids (about 6-7 years old) give a 5-minute brief history of Beethoven. Invariably someone will mention the movie about the dog Beethoven. I use that as an introduction to Beethoven's 5th Symphony. We recall that at the beginning of the movie the dog didn't have a name. The little girl began practicing the piano. The dog started barking when she played Beethoven's 5th Symphony. Since he liked the music so well, they named him Beethoven.
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Have students look up composers at three different sites. Teach them how to make a comparison chart and have them compare what each site said about each composer. Did any of the sites say any of the same things? What was said in each site that was note said in the other two, etc.
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I alternate years with classical composers (Bach, Mozart, Beethoven, Handel, Brahms, Tschaikovsky, and Saint Saens) and American composers (Aaron Copland, Charles Ives, Stephen Foster, Irving Berlin, Scott Joplin, John PHilip Sousa, and Teresa Jennings) We concentrate on one composer a month except December and June learning names, facts, and music for a year end contest with a trophy awarded to the winner...
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I've found the composer videos far more successful in my classroom than the Classical Kids series. I had major problems keeping kids listening to the Bach story - it's wonderful - but it simply wasn't working. I finally copied Bach portraits which the kids colored while they listened, but I never used the series again after that. I liked it best in the car with my own kids, when we had 12 hour car rides. The composer series was done for PBS - it's live action, and covers much the same material - beautiful music, but done in authentic settings with live actors. They learn so much history from watching the videos - candles and wash tubs instead of flick a switch or push a button! I've used them in grades 2-5, and the middle school band teachers love them for sub days. I use Handel in grade 4, then teach my kids a 2 part arrangement of the Hallelujah chorus - it's a terrific learning experience, and the kids love it! The set of 6 is available at www.christmasconcert.com for $89.95
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I have also included the composers John Williams, Theresa Jennings, Andrew Lloyd Webber in my composer lists for kids. Kids need to know that there are great contempory composers as well as the tried and true. We have done composer of the week with classes this year and it has been great fun. I have used the birthday list in the k-8 music magazine for ideas for composers to use when, check your back issues for planning
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I've mentioned several times "The Magnificent 7" by John Carter and Mary Kay Beall. It has fun lyrics to the seven composers music, a workbook, and information about each composer as well as a little narration leading
into the song. I highly recommend it!
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I have my students after studying the composer and listening to music, one student "dresses up" as the composer (if appropriate) with wig, jacket, etc. and the class prepares interview questions based on what they have learned
over the past weeks. During the interview, their favorite piece plays quietly in the backround. The followinbg week, I let them watch the interview. Lots of fun, alot of retention of material.
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I have used the Cheryl Lavender composer bingo games and also the music listening bingo is excellent. It has pictures of the composers from Baroque to Contemporary and short examples of their pieces. It is a great unit and it covers a great deal of material. I have used it as a unit for 5-6 for a whole quarter there is so much to cover. I would highly recommend it! I used an idea from a Network, K8. We studied a composer for 2-3 weeks, and while studying, the class came up with questions that could be asked of this composer if he were alive today. (All questions were based on info we accumulated during the 2-3 weeks). A student then dressed up as that composer with things brought from home- very simple things like a jacket and a wig. The class then became the "interviewers" and asked the composer the questions. I videotaped the whole thing and the kids had a ball. I asked them questions a month later, and they came up with all the answers again. I plan on studying many composers this way. 4th and 5th graders are ideal for this plan!
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The other day in class, after giving out a whole bunch of notes on my composer of the month Robert Schumann, it just came to me.... "Who Wants to Be a Music Millionairre?" Weeks ago, I had purchased this wonderful music money from Friendship House, which consisted of 1's, 5's, 10's, and 20's....Well, I just added a few 0's on each bill, and let the questions begin. ALL my 3rd-5th graders have been infactuated with the show, so they got really excited when I told them about the game.
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I used an idea from a Network, K8. We studied a composer for 2-3 weeks, and while studying, the class came up with questions that could be asked of this composer if he were alive today. (All questions were based on info we accumulated during the 2-3 weeks). A student then dressed up as that composer with things brought from home- very simple things like a jacket and a wig. The class then became the "interviewers" and asked the composer the questions. I videotaped the whole thing and the kids had a ball. I asked them questions a month later, and they came up with all the answers again. I plan on studying many composers this way. 4th and 5th graders are ideal for this plan!
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I used to use a lesson I called "Create a Composer." After some basic study of various composers (Beethoven, Mozart, Bach, etc.) using visual materials, music, some lecture, etc., I prepared a checklist of things that had to be included, and then set the kids about making posters and reports fulfilling the requirements. They were permitted to be very creative, and some chose to take a humorous approach by drawing cartoonish posters and naming their composers after Italian wines, for instance, if they fit into the appropriate style period and were primarily known as opera composers. Others took a serious approach drawing vignettes from the composer's life, and prepared short treatises on their lives. I graded the project on completeness against the checklist, but I also felt it was important to have the kids be very aware of the need for correct grammar, care in their artwork, etc. This may not sound terribly exciting, but it was highly successful. I had my class walls covered with these projects, and they were beautiful! It seemed to work best with 7th grade.
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I purchased a large pocket chart. For the last 5 minutes of each class, I highlight a composer of the month. I use flourescent colored paper to draw attention to trivia facts that students might remember, and major works. Each week we listen to a segment that he/she wrote and perhaps follow alistening map or other listening activity. During the course of the year, we would learn about 10 different ones. Since I do this in grades 3-6, they all get the same info. Over a course of 4 years, I have hit 40 composers. They include the major classical ones we would all teach, including women like Libby Larsen, Clara Schumann, Fanny Mendelssohn, and Theresa Jennings
(usually in March--for Women's History Month). I also do an african-american like Scott Joplin, Duke Ellington . . Other popular ones have included Stevie Wonder, The Beatles, Andrew Lloyd-Webber, and Paul Simon, to name a few. Throw in JP Sousa and Stephen Foster. . .
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Lots of times my choice is influenced by the local symphony's choice of music for the family concert, or a school-time performance the students may be attending. Many parents have commented about their children's dinner discussions. I keep a library of CD's for teachers to use in their classrooms, and use the Classical Kids videos and other for teachers to borrow to show in their classrooms during free time. I also include a small paragraph in the school newsletter to parents about good choices to purchase for family listening. I can't do enough to push music appreciation and make them better consumers, as well as the joy they will make in discover in listening to wonderful music.
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Once a month when we do some form of assessment, I'll through in a webor venn diagram or crossword for them to complete around the COM, with two activities or JEOPARDY on information given on 5 or all 10 of them---they love it!
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I take our "composer of the month" out to lunch. On a rolling cart I tape the picture of the composer high enough so it can be seen from a distance, at the bottom of the picture the name in big letters, under that a few fun
facts, on the cart I have a CD player. I take the cart out to the lunchroom (which happens to be close to my room) and put it in a place where the students pass by as they go through the lunchroom. While the students eat
they listen to the "tune of the day". We've had a lot of fun with this and the students really seem to enjoy it. I don't do it every day, but get great comments from the kids and they do a wonderful job leaving the display alone.
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I teach grades 1-5. I did composer studies with grades 3-5. They kept a notebook and had a timeline through the ages with composers and artists of the eras. (The art teacher would do the same thing in her classes only with artists.) It was a really neat project that we did. When they came in I had music playing from a composer of the era we were studying. I would give them 2 facts a day that they wrote in their notebooks about the composers.
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I used to use a lesson I called "Create a Composer." After some basic study of various composers (Beethoven, Mozart, Bach, etc.) using visual materials, music, some lecture, etc., I prepared a checklist of things that had to be included, and then set the kids about making posters and reports fulfilling the requirements. They were permitted to be very creative, and some chose to take a humorous approach by drawing cartoonish posters and naming their composers after Italian wines, for instance, if they fit into the appropriate style period and were primarily known as opera composers. Others took a serious approach drawing vignettes from the composer's life, and prepared short treatises on their lives. I graded the project on completeness against the checklist, but I also felt it was important to have the kids be very aware of the need for correct grammar, care in their artwork, etc. This may not sound terribly exciting, but it was highly successful. I had my class walls covered with these projects, and they were beautiful! It seemed to work best with 7th grade.
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Last year I did composers through the ages and studied composers from the Middle Ages through now. At the educational supply store they had border that had composers from different periods as well as big timelines. They came separately (like Renaissance was a kit and so on and so forth) and some may need to be ordered. I ended up making my own by simply researching. I made a time line by using print shop's banner. There is a web site that talks about composers. Of course I can't find the address right now. We lost all of our bookmarks a while back and that's one I haven't put back in.
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Last year I started a "schoolwide" composer of the month activity. The students pass the music room on the way to the cafeteria so all the students in the school pass the music room a couple times a day, at least. There is a long wall outside my room. I announced the composer of the month "contest" in the daily announcements with rules and length of contest. Each month a different class was in charge of getting the contest ready. On the wall was hung a long, huge roll of paper. On it was the composer's name and rules of the contest. On one side were questions about the composer, his/her music, his/her life, etc. On the other side were various answers to the questions (not in order) and with some "bogus" answers. This meant that the students had to do a little research on the composer to answer all the questions. We always tried to put in one "stumper" to avoid ties and it worked. They submitted their answers to my room and at the end of the contest the one with the most correct answers was the winner. Local businesses donated coupons to their stores, like the Dairy Queen, the Movie rental place etc. I teach in a small town so my school is k-12 in one building and you would be amazed at how many high school kids participated in this event. The winner had their picture taken with me and their prize and printed in the local paper. It has been a fun event.
The class that is in charge of the composer event study that composer in depth so they are ineligible for that particular contest, but they really do some research to come up with "unique" questions and facts about the composer.
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A Little "Grave" Humour (Well ok, VERY little)
A tourist in Vienna is going through a graveyard and all of a sudden he hears some music. No one is around, so
he starts searching for the source. He finally locates the origin and finds it is coming from a grave with a headstone that reads: Ludwig van Beethoven, 1770-1827. Then he realizes that the music is the Ninth Symphony and it is being played backward! Puzzled, he leaves the graveyard and persuades a friend to return with him. By the time they arrive back at the grave, the music has changed. This time it is the Seventh Symphony, but like the previous piece, it is being played backward. Curious, the men agree to consult a music scholar. When they return with the expert, the Fifth Symphony is playing, again backward. The expert notices that the symphonies are being played in the reverse order in which they were composed, the 9th, then the 7th, then the 5th. By the next day the word has spread and a throng has gathered around the grave. They are all listening to the Second Symphony being played backward.Just then the graveyard's caretaker ambles up to the group. Someone in the crowd asks him if he has an explanation for the music. "Oh, it's nothing to worry about" says the caretaker. "He's just decomposing!"
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MUSIC HISTORY BINGO
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The other day in class, after giving out a whole bunch of notes on my composer of the month Robert Schumann, it just came to me.... "Who Wants to Be a Music Millionairre?" Weeks ago, I had purchased this wonderful music money from Friendship House, which consisted of 1's, 5's, 10's, and 20's....Well, I just added a few 0's on each bill, and let the questions begin. ALL my 3rd-5th graders have been infactuated with the show, so they got really excited when I told them about the game. There would be 8 questions on Robert Schumann... the 1 grand, 5 grand, 10 grand, 50 grand, 100 grand, 250 grand, 500 grand, and finally the million dollar question. Just like the game show, each question becomes harder and harder. But instead of using only one contestant, I go through the whole class. After each child answers a question correctly, I give them musical money for the amount of that question. Like the gameshow, the class is given three life lines. The 5-0/50 (where half the answers are eliminated), the audience vote (where i ask the class to raise their hands for which answer they think it is), and finally phone a friend. But instead of phoning a friend, they can call on one of their friends in the class to answer the question for them. I did it with all my 3rd-5th's and only one got to the million dollar question. All the kids were truly into it.
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A couple yrs. ago i had a group of fifth graders research and report on musicians.
I made a list of various great Amer. musicians (mostly classical and jazz but threw in a few landmark people of other genres like Bill Monroe, Elvis, Johnny Cash, etc...). the kids signed up for one with a partner from their class.
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PROJECTS:
MELODY (walking to centerstage to capture everyones attention): Well, here I am! Everyone notice me!
AUDIENCE: Who are you?
MELODY: Who am I? Why, I'm Melody! I can't believe you don't know who I am!
AUDIENCE: What do you do?
MELODY (even more shocked): I'm the most important part of a song!
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There is a great workbook called FOCUS ON COMPOSERS it has a really cool page for George Gershwin where the students create their own Rhapsody in _______. (They color with one color using different meduims. It is a great cross-curriculum activity that could even be done with your art teacher) It has a lot of other great activities and is full of great information.
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We listen over a few weeks, and then at the end, write down facts we learned. The, we choose someone to dress as the character ( a wig and jacket) and we interview Mr. Bach or whoever. I videotape the interview, and they use questions based on the facts we accumulated. I am amazed at the retention- I ask a few questions next year, and they remember about 90% of what what was taught last year. Can't sak for better than that!!
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The video "Beethoven Lives Upstairs" is a fabulous video on this composer and the kids are mezmerized by the story and the acting. There is a series of composer videos that are of excellent quality and the students really stay tuned because the premise is almost always a kid interacting with the composer somehow. Goes right along with Sue's concept that the stories seem "just for you" -- these videos were a result of an HBO series -- some of the composers were Rossini, Liszt, Strauss, Bizet -- most music suppliers carry these.
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We listen over a few weeks, and then at the end, write down facts we learned. The, we choose someone to dress as the character ( a wig and jacket) and we interview Mr. Bach or whoever. I videotape the interview, and they use questions based on the facts we accumulated. I am amazed at the retention- I ask a few questions next year, and they remember about 90% of what what was taught last year. Can't sak for better than that!!
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We start our composer plays in January. Kids form groups of three or four and draw a composer's name out of a hat. I write several questions on the board that they have to research. Then they have to write a play that has all of the essential elements - setting, characters, motivation, etc., that somehow includes the answers to the questions. While they work (3-4 class periods) I play music from each composer. I provide some research material but they have to bring in some themselves. This turns into a major production. We have scenery delivered for days, elaborate costumes, amazing homemade wigs, even real food props. They love this! I do it with 4th and 5th. The lower grades practically drool waiting their turns. After all the plays have been presented (another 2-3 periods) I play snippets of the music we listened to while they were working and they have to identify the composer. I put all the names in a word bank, along with several decoys. They are completely absorbed in this activity, and it pulls in all sorts of academic skills. Some of their teachers even give up their conference time to watch the plays!
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PowerPoint is simply a computer program into which you insert data of whatever sort you wish to present. It is like making slides with the computer. You yourself create presentations with simple word processing skills (setting fonts, typing in the info) then you add graphics (clip art, or imports from the internet) and sound (I have a great CD with 6000 sound effects). Then you time everything out to appear as you want it to and where on the screen you want it to appear. This is done with a mouse click (or automatically timed - I usually have a student sit at the computer and hit the return button when I say). Then add transitions (or how you move from screen to screen) and hook it up from your CPU to a projector (the best case scenario - as this projects onto a huge screen) or through the television screen. They say that this is a powerful tool as students remember 70 percent of all they see AND hear. Therefore, you are not just talking at them - they are seeing what you have printed on the screen. I use PowerPoint primarily for composers.
What to teach???<
2. Extreme death age, either old or young, and how they died. (Mozart, Chopin, and Gershwin died young; Irving Berlin died very old.)
3. How did he/she get started in music? Were parents for or against? (Most composers come from musical families; but there have been notable exceptions: Handel, Grofe, Joplin, who had to hide; and Copland's parents were indifferent.)
4. Travels: Kids like looking at maps and dreaming of travelling. Composers who go places grab their interest. Composers who came to the US are most interesting. (What cities, and did they like their visit? Saint-Saens visited the US and liked it; Strauss came but didn't like the noise or the crowds.)
5. Personal lives: Marriage, kids (Bach!), money (well-paid or bankrupt), broken hearts (death of wife or child, unrequited love), poison, deafness. (Saint-Saens' oldest child fell from a window and was killed; a few weeks later, the younger child got sick and died.)
6. Quirks: Pink wigs (Mozart), fear of crowds (Chopin decided at about 20 years old that he liked small audiences, no more than 25, all ladies. He was tired of and afraid of large audiences staring at him while he was on stage.)
7. World history: Jailed for political reasons (Wagner), war (Mancini).
8. Interesting music: Funny (Leroy Anderson: "The Typewriter"; Johann Strauss, Jr.: "The Whiplash Polka"; Vaughan-Williams: "The Wasps"; Ives: "The Unanswered Question"), familiar (Copland: beef commercial; Anderson: "Sleigh Ride"; Mancini: "The Pink Panther"; Handel: The "Hallelujah Chorus"), program music (Mancini: "The Arctic Whale Hunt"; Grofe: "The Watering Hole" from "Death Valley Suite"; Vivaldi - "Four Seasons"; Rossini: "William Tell Overture"; Resphigi: "Pines of Rome").BACK to Composers Topics
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COMPOSER ROOM RALLY
by Sandy Toms Grades 5 and up
This activity is called a rally as it CAN be similar to a road rally by including 'riddles' as to the location of the next question. (Not included -(If you have older students and want to add to the fun, write riddles after the blanks to give clues as to whereabouts of next question. Example: "Under the instrument which is also a dynamic" (taped under the piano)
Question #1 for Beethoven: group (or all individuals) fill in required information THEN the group searches for next question (#2) in the room.
Question #2: answer is Haydn (as in 'go-seek'), answer total is 14, above total is 46, so complete total of #2 is 60. (Part of the exercise will be math!)
The group tries to answer all the questions in order adding totals to previous('above')totals and come to you with a sheet of answers and numbers (filled in blanks) before the other group finishes. In larger classes, you may want to write third and fourth bios with question sheets and appropriate answers inserted into the answer-key sheet. (The answer-key includes many extraneous answers and you could delete some of these as you add others.) The questions have some smart alec descriptions just for fun. NOTE: Teacher may want to clarify the questions depending on the sophistication of the group. (Part of the activity could be having the group read and explain each question after the competition is over.)
Preparation:
1. Write one question on each separate card or piece of paper. Number each question card on the BACK of card in large print. Index cards and magic marker work fine.
2. Choose method of procedure:
a. If you are having student do at their own desk, print up a complete page with all questions (answers deleted)
b. Decide if you are going to leave the cards (question # side up) in plain sight (Be creative: Under piano, in sticking out of a book, over the blackboard, on the blackboard, etc., but the numbers should be large and easy to read) OR have a riddle/clue as to the location of the next question written on the card AT BOTTOM after question. [Either way, the question card should be identified with it's number as the 'total number' ] Hide or place all cards in room EXCEPT for FIRST QUESTION card.
3. Have a copy of a biography, answer-key sheets for each group(or each individual student) AND a question sheet for students to fill in. (Students will need bio or notes during the search unless you are requiring them to memorize the facts in bio.)
TEACHER INSTRUCTIONS
1. Students will first be given time to read one of the 2 bios below.
[10-20 min?] (If you want to check their note taking, they could be required to take notes and return the bio to you and work off of their notes. (Maybe 2 days for this)
2. Give students INSTRUCTIONS; mention that some answers may require more than one clue and thus 2 #'s to add; some answers require thinking & there may be a 'mis-spelled' word included in the question.
3. Two teams are given a copy of the answer-key sheet. (One team for Beethoven and one-Bach) The first question is given to each group.
STUDENT INSTRUCTIONS
There are 4 tasks involved with the question sheet:
1. Answer the question (in blank provided)
2. Write in the # of the answer(s) (in next blank provided); NOTE: Some answers may require MORE THAN
ONE clue for an answer and thus TWO #'s to add AND some answers require thinking & there may be a 'mis-
spelled' word included in the question.
3. Total those #'s for that question (if more than 1 answer)
4. ADD to the COMPLETE total from the PREVIOUS question and fill in # for
NEW COMPLETE TOTAL
5. Search for next question by: (teacher indicates depending on which option is chosen: answers to be done at desk OR search for numbers OR solve riddle to find next question)
The object of the game is to finish first with the correct total number for their assignment.
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This activity is really for fun and a break in the routine of general music. It will require an amount of organization and the teacher may want to write additional bios and questions in order to make each group smaller but it's worth it when you see the 'competitive spirit' accomplish more than just a race. It might be worthwhile to have students go over answers in the form of a report after the race for each other. My apologies ahead of time for any errors, deletions or mistakes.
BOTH BIOGRAPHIES use the same answer-key sheet. Change the questions etc., to suit your purposes.
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BEETHOVEN Question Sheet
[a.t. = total from previous answer, t. = total, c.t. = combined t.]
TEACHER: Print each question on separate cards and mark question # on back, OMIT ANSWERS (underlined words & numbers)
1. The "Cool Dude" who instructed Beethoven in organ performance.
Answer: Neefe
Answer # 46 = (c.t.) 46
46. 'Name for a child's game' (first syllable) is also a name for a creative 'prof' of Beethoven's.
Answer: ______________
Answer # Haydn ; Answer #: 13 + (a.t.)46 = (c.t.) 59
59. In this town Beethoven abided no little time:
Answer: Vienna Answer # 19 + (a.t.) 59 = (c.t.) 78
78. There must have been a 'when' for the 'end' of Missa Solemnis.
Answer: 1822 Answer # 16 + (a.t.) 78= (c.t.) 94
94. T or F: Missa Solemnis was conducted 3 years after it's completion by the composer. T or F?
Answer: False Answer # 34 + (a. t.) 94 = (c.t.) 128
128. This person was a _?_[rhymes with 'know-it'(poet)] and was important to a
work of Beethoven:
Answer: Schiller Answer: # 59 + (a.t.) 128 = (c.t.)187
187. Like the Statue of Liberty, Beethoven's 'Ode to Joy' was a musical ________ of _________.
Answer: (Sounds like a non-drum perc. instrument) Symbol of (not war)peace
Answer # 61 + 15 + (a.t.) 187 = (c.t.) 263
263. The "Ode to Joy" was type of __________.
Answer: chorale Answer#: 38 + (a. t.) 263 = (c.t.) 301
301. The title for a musical tribute to a 'goil?'
Answer: Fur Elise Answer #: 55 + 21 + (a. t.) 301 = GRAND TOTAL: 377
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ANSWER(clue)-KEY SHEET (Both Beethoven & Bach) BOTH BIOGRAPHIES use the same answer-key sheet.
1. 23 2. Bach 3. Mendelssohn 4. Dictionary 5. Deo 6. Alto
7. Ohrdruf 8. Pachelbel 9. 1826 10. Mass 11. Holy 12. Bible
13. Haydn 14. E.T. 15. Peace 16. 1822 17. Cantatas 18. Johann
19. Vienna 20. Gloria 21. Elise 22. Figured 23. Boise
24. 85 25. 75 26. Passion 27. Emmanuel 28. Philip
29. Magdalena 30. Luneberg 31. Leipzig 32. Jesu
33. Marchand 34. False 35. Handel 36. Christian 37. Bass
38. Chorale 39. Beethoven 40. Eisenach 41. 1750 42. Soli 43. Union
44. Love 45. True 46. Neefe 47. Help 48. Aid 49. Arnstadt
50. Ship 51. Chicago 52. Maria 53. Christoph 54. Weimar
55. Fur 56. Of 57. Mozart 58. Tallis 59. Schiller 60. Less
61. Symbol 62. Vivaldi 63. ear
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BACH (1685-1750)
He then went to Mulhausen as an organist. There he was required to write cantatas for different events. (A cantata is a semi-large work with several musical numbers.) Bach said that he wrote, "...for the glory of God." (He always headed his manuscripts with the words, "Jesu, help" and when he reached the last double bar (end), he added the initials S.D.G. (Soli Deo Gloria - for the glory of God alone.)
After a one year stay at Mulhausen, he went to Weimar for nine years as a court musician (Kappel Meister) for a duke. While he was here he wrote the chorale, "Jesu, Joy of Man's Desiring."
Bach married his cousin Maria Bach while at Arnstadt. She later passed away and he then married a second time to Anna Magdalena and completed a family of twenty children.
He loved old German hymn tunes (chorales) and harmonized many in a new way. (Many appear in several protestant hymnals.) There are some in the Episcopal hymnal. Do you know who has the most?
When he applied for the position at Leipzig, he had to convince the city council (a governing body for churches and schools) that his religious beliefs were "all in order" and pass an examination. He was the THIRD choice for that position. Mr. Tallis (wrote Tallis' canon) turned it down. The Leipzig churches required fifty-eight cantatas perform a year! Only about 200 of the cantatas written by Bach have been saved though it is known he wrote many more.
Bach wrote the St. Matthew Passion while in Leipzig. (The Passion is the story of the crucifixion.) He borrowed words and sometimes melodies from others to write this work. The text of this Passion is taken from St. Matthew's Gospel, chapter 26-27. Bach never wrote an opera but this work like other passions of his are very close to opera with the whole story told in song. All lines were sung. Bach remain in Leipzig twenty-seven years until his death.
Bach died in 1750 and was essentially forgotten. No monument or tombstone was put at his grave. Anna Magdalena still had six children at home and applied for a widow's pension. She died one year later in an almhouse (a house for the poor) and was given a pauper's funeral. It was due to Felix Mendelssohn born sixty years after Bach died, that his works began to gain popularity again.
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BACH Question Sheet
[a.t. = total from previous answer, t. = total, c.t. - combined total]
(TEACHER: Print on separate cards and mark question # on back, OMIT ANSWERS)
1. A 'bro' who was in the know for Bach. (uno & duo, un & deux names)
Answer: Johann Christoph Answer #(s)18 + 53 = (t.)71
71. It was no piece of cake being a director in this town.
Answer: Arnstadt Answer # 49 + (a t.)71 = (c.t.)120
120. We usually don't care about the shape of instruments, but THIS comes
in handy when we want a short cut. (2 words)
Answer: figured + bass Answer #(s) 22 + 37 + (a. t.)120 = (c.t.) 179
179. "And the cantata is off and running. Wait, in the lead I see......"
Answer: Jesu + help Answer #(s) 32 + 47 + (a. t.) = (c.t.) 258
258. Without a "meddling advocate," "Back to Bach" might have never become a
commonplace expression.
Answer: Mendelssohn Answer # 3 + (a. t.) 258 = (c.t.) 261
261. A famous "koob" was the inspiration for St. Matthew Passion.
Answer: Bible Answer: # 12 + (a. t.) 261 = (c.t.) 273
273. The Bachs minus one caused Bach to turn to __?__
Answer: Magdalena Answer # 29 + (a. t.) 273 = (c.t.) 302
302. Omega minus Alpha (total # of years for a great composer)?
Answer: 85 years Answer # 24 + (a. t.) 302 + (c.t.) 326
326. We still have about 50 x 4 of these "big musicals" of Bach's.
Answer: cantatas Answer # 17 + (a. t.) 326 + GRAND TOTAL: 343
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