Teacher’s Materials: WSS In-School Ensembles: String Family 2016 - 2017

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Winston-Salem Symphony

In-School Ensembles

STRING

FAMILY

Instructions

Information

Activities

For You, The Teacher:

This packet of information, compiled from numerous existing curricula and resources from the Winston-

Salem Symphony, Dallas Symphony Orchestra, Phoenix Symphony and Nashville Symphony, is intended as

a preliminary background of musical knowledge for you and your students in preparation for the Winston-

Salem Symphony In-School Ensembles. Other resources are hyperlinked throughout the guide.

In addition to reviewing these materials with your class please also review what it means to be a good

listener and audience member prior to the arrival of each ensemble. Please set the example for your

students and assist the musicians with behavioral issues throughout the presentation. Your help in this

area is greatly appreciated.

You can also help us with grant writing by sending us your completed survey forms, a copy of your school

newsletter that mentions the WSS In-School Ensembles, student “thank you” notes, or a few great examples

of your students work surrounding our visit!

Thank you for allowing the Winston-Salem Symphony to be a guest in your school and for

including us as an important part of your already extensive and challenging curriculum.

We hope you and your class enjoy the presentation!

Jessica Munch-Dittmar

Education and Community Engagement Director

Jmunch-dittmar@wssymphony.org

336-725-1035, ext. 221

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Table of Contents:

To You, The Teacher……………………………………………………………………………….Pg. 1

Instrument Families……………………………………………………………………………......Pg. 3 Orchestra Diagram…………………………………………………………………………………Pg. 3 The Strings Family…………………………………………………………………………………Pg. 4

Adjusting Pitch and Tuning………………………………………………………………………Pg. 5 Playing a Stringed Instrument………………………………………………….………………..Pg. 5 Parts of a Stringed Instrument…………………………………………………………………..Pg. 6

Program…………………………………………………….………………………………………..Pg. 7 Musical Terms………………………………………………………………………………………Pg. 8 Q&A………………………………………………………………………………………...…………Pg. 8 Lesson: Sound of Strings………………………………………………………………………...Pg. 9 Lesson: History of String Instruments………………………………………………………..Pg. 11 Parts of the Violin Worksheet…………………………………………………………………..Pg. 13 Parts of the Violin Answers……………………………………………………………………..Pg. 14 Additional Activities and Handouts…………………………………………………………...Pg. 15 Link Up Letter………………………………………………………….......................................Pg. 19 Ensemble Visit Schedule…………………………………………………………....................Pg. 20 Additional Education Opportunities…………………………………………………………..Pg. 22

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The Instrument Families: Instruments are grouped together in families because those instruments all have things in common, such

as how they look or how a sound is made. In a symphony orchestra, four different instrument families

combine to make beautiful music together.

In the span of two years, you will learn about the four instrument families (woodwinds, strings, brass and

percussion) from each of the four Winston-Salem Symphony In-School Ensembles. Let’s see where this

family is on the orchestra seating chart. In a large orchestra, musicians are seated in a semi-circle,

facing the conductor and the audience. This chart shows the area where each musician sits on stage when

the instrument families play together as an orchestra. While this is the most common seating arrangement

for an orchestra, it is not the only way and can sometimes change. Find your favorite instruments so that

you will know where to look on stage when you visit us for a full orchestra performance in the spring of

your 5th

grade year!

Orchestra Diagram

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The String Family

The violin, viola, cello, and double bass make up the string family.

In most orchestras, the strings are the biggest section. String

instruments look very much alike, except in varying sizes. These

instruments are made of wood and each instrument has four

strings stretched across it. You play them by drawing a bow across

or sometimes by plucking. Which stringed instrument do you think

plays the higher notes, the lower notes, the next lowest, and the

very lowest notes? The bigger the instrument, the lower the pitch.

All four instruments in this family create their sound through the

vibration of their strings. Physically, they are comprised of:

• Rounded wooden bodies

• Long wooden necks

• Strings across the front

• Four tuning pegs

Their bodies are made of numerous pieces of wood that are glued together. The inside of the instrument

is empty; this creates a resonating box or an amplifier for the strings. (An amplifier is something that

helps make sounds louder.)

Color the string family on the orchestra seating chart blue. Click on the instrument name to listen to each

instrument and learn more!

Violin

The violin is the smallest of all

the strings and has the highest

pitch. A violinist uses a bow to

play the violin. The bow is a

wooden stick with hair from a

horse’s tail tied from end to end.

Viola

The viola appears very similar to the

violin, however, this instrument is a

little larger than the violin and

makes slightly lower sounds.

Cello

The cello is even bigger than the

violin and the viola. It has a

beautiful, mellow sound. The cello

must rest on the floor because it

is too big to be held like the violin

and the viola. The instrument

rests on a pin on the floor and the

cellist holds it between their

knees to play. A cello is about 50

inches long including the neck.

Is this about as tall as you?

Double Bass

The bass is the biggest

instrument in the string

section. It’s about as tall as a

man–around 6ft tall. It also

plays the widest assortment of

music from classical to

Broadway to jazz. In pictures it

may look the same size as the

cello, but it’s really about 1 ½

to 2 times taller.

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Adjusting Pitch and Tuning a String Instrument:

All instruments in the strings family have strings or wires

that are plucked, rubbed or tapped. Using any of these

methods, a vibration is created and that vibration creates a

sound. Try plucking a rubber band to better understand how

vibration creates sound. Better yet, try plucking the string on

a violin, if one is available.

String instruments create sounds with specific pitches or

notes. The pitch or note is merely a measurement of sound;

how high or how low. To change the pitch, the performer

will lengthen or shorten the string.

• A shorter or tighter sting vibrates more rapidly and produces a higher pitch.

• A lengthier or looser string vibrates more slowly and produces a lower pitch.

A performer lengthens or shortens strings using a tuning peg. Four strings made of metal are bound

around pegs at one end of the instrument and attached to a tailpiece at the other end. They are stretched

securely over a bridge to create specific pitches.

Playing a String Instrument:

In order to create sound, all members of the string family use

a bow. The bow is used by pulling it across the strings, which

makes the strings vibrate, creating the sound. This is called

arco. The bow has many parts: the tip, positioned at the end;

the bow stick, which is the wood on top; the bow hair, which

is taken from a horse’s tail; a tension screw at the base which

turns and either tightens or loosens the hair; and the frog,

near the base where the hair attaches.

For the hair to take hold of the string and make it vibrate, it

needs to be sticky, so strings players wipe rosin, which is

melted pine sap, on the hair of the bow. Rosin is heated and

poured into molds which make it effortless for musicians to rub it on their bow hair. Without the rosin, the

hair of the bow would just glide across the string and we would hear very little sound. However when

using rosin, the performer pulls the bow across the strings, the bow hair grips the strings

Performers can also pluck the strings. This is called pizzicato. As an alternative to using a bow, the

performer uses their finger to pluck the string, which creates a different sound than the bow. The left

hand can still shift up and down the finger board to alter the pitch while the right hand plucks the string.

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Parts of a Stringed Instrument:

The instruments in the string family have two sections: the belly (the bigger part of the instrument) and

the neck (the skinnier part).

The neck of the instrument is made up of the scroll, the pegbox, and the fingerboard. The scroll simply

exists as decoration. The pegbox has four pegs. Each is attached to one of the four strings. This piece of

the instrument is used to tune the instrument, or to make sure each note sounds correct. The fingerboard

is the piece of the instrument where the performer places their left hand. They change the pitch or sound

produced by a string by pressing the string against the fingerboard while playing.

The belly of string instruments is where the bridge, tailpiece, f-holes, and chinrest or endpin are located.

The f-holes allow the string instruments to create a louder sound. The bridge holds up the strings so they

can vibrate and create sound. The tailpiece is where the strings attach. On the tailpiece, there are fine

tuners, like the pegs in the pegbox that assist in making the notes sound in tune. Learn more about the

parts of the violin here.

[Ask: Which instruments have a chinrest? (Violin/Viola) Which use an endpin? (Cello/Double Bass)]

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Program:

During the performance by the WSS String Ensemble, you will take a trip around the world! Here’s a

preview:

Tango “El Choclo”- Argentina: One of the

most popular tangos in Argentina, El

Choclo is translated as “The Corn Cob” in

Spanish. The original lyrics written by

Villoldo-McLean spoke of the corn cob as

a food, but over the years, different

versions of the lyrics were written, the

most famous of which were Enrique

Santos Discepolo’s lyrics about the tango

as a way of life. Many vocal versions of

the piece have been recorded in addition

to the many dance orchestra and string quartet recordings,

like the one here.

Vivaldi’s Concerto For Two Violins in A

Minor - Italy: As one of the most

distinguished Italian pieces of its kind,

the concerto is in the fast-slow-fast

sequence of movements which would

become the standard for music of this

type. The writing for violins often

changes; sometimes they are in unison,

(playing the same notes/pitches

together) and at other times, they play in harmonies (playing

different notes/pitches at the same time). The lead part is

passed around between the two soloists. In the final

movement, Vivaldi gives the second violin a theme in its own,

soaring above the first violin, which vanishes into the piece’s

exciting conclusion. Have a listen!

Brahms’ Hungarian Dance No. 5 - Hungary:

As a young musician, Brahms often was hired

to accompany travelling musicians. That is

how he met Hungarian violinist Eduard

Remenyi, with whom he performed at private

house parties before touring together. In his

travels with Remenyi, he learned the ins and

outs of urban Hungarian music, or gypsy

music. When Brahms left Remenyi and

established himself as a composer, he often would entertain

his friends with “gypsy-style” piano improvisations. These

improvisations were eventually put to paper. Hungarian

Dance No. 5 was no exception and was adapted through the

years for various ensembles, including string ensemble, heard

here. Does the music sound familiar? Could it be that you

recognize it from this Warner Brothers rendition of the Three

Little Pigs?

It Don’t Mean a Thing (If You Ain’t Got

That Swing) - America: One of Duke

Ellington’s signature compositions, this

piece is one of the defining works of the

swing era. It was composed in 1931 by

Duke Ellington, famous pianist and band

leader, with lyrics by jazz musician and

composer, Irving Mills. Noted as one of

the first songs to use “swing” in its title,

this piece was named based on the stated philosophy of

Ellington’s former friend and fellow trumpeter, Bubber Miley

who was dying of Tuberculosis. The Ellington Band played this

continuously through the years, and the piece is now

considered a jazz standard. The original piece has been

recorded by many famous artists and various ensembles. Here

is a string quartet rendition.

La Bamba - Mexico: A Mexican folk song, best known from a 1958 adaptation by Ritchie Valens, an

American singer, songwriter and guitarist. The song was quickly a top 40 hit in the U.S. charts and

one of early rock and roll's best-known songs. La Bamba is a classic example of the Son

Jarocho musical style which originated in the Mexican state of Veracruz and combines

Spanish, indigenous, and African musical elements. Listen to an adaption for strings and compare to

the original hit by Ritchie Valens!

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Musical Terms:

When learning about the String family, you will hear the musicians use a variety of new words or familiar

words which may have a different meaning! Here are a few:

Pizzicato: to pluck the string with

the right hand.

Vibrate: to shake a very tiny bit,

quiver. The frames of most

stringed instruments are made of

wood because it vibrates well.

Arco: to play with the bow

Piano: to play softly. Legato: in a smooth, flowing

manner, without breaks between

notes.

Staccato: with each sound or

note sharply detached or

separated from the others.

Forte: to play loudly.

Q&A Recommendations:

We at the Winston-Salem Symphony always encourage questions after each ensemble visit. Your students

are curious but often times struggle to find the right or appropriate questions which will provide the

necessary information and answers. Please help guide your students with the suggestions below:

Are there different sized violins? Cellos? Etc?

How/why did you choose your instrument?

What types of music feature stringed instruments?

What is the difference between a fiddle and a violin?

Can you play more than one string at a time?

How often do you practice?

How do I care for a stringed instrument? How often should a beginner practice?

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Lesson: Sound of Strings

(Music/Science and/or Math)

Time:

40 – 50 minutes

Standards:

The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the

National Core Arts Standards for Music.

Objectives:

Students will…

Briefly study the difference between plucked and bowed playing practices.

Comprehend the idea that larger instruments have a deeper voice and smaller instruments have a

higher voice.

Use inductive reasoning to group like items together.

Materials:

Bowing and plucking examples.

A few days to a week before this class, ask the students to gather empty plastic bottles and bring

them to the classroom: 2 liter, 1 liter, 12 ounce, or 8 ounce. Try to get a variety.

Pictures of a violin, viola, cello and bass.

DSO Kids listen by instrument.

Chalk or dry erase board

Instruction:

1. Briefly describe how string instruments can be plucked (pizzicato) or bowed (arco).

2. The violin, viola, cello, and double bass are most commonly thought of as bowed instruments since

performers primarily use a bow to play them. Show the students a picture of a bow. Play the bowed

example and talk about how smooth the music sounds. Play the plucking example and ask the students to

describe the difference between the plucking example and the bowing example (i.e. the plucked example

sounds bouncier, happier, etc.)

3. Have the students take part in generating an inventory of transportation vehicles that have sound-

producing horns. List the vehicles on a chalk or dry erase board. Be sure that the list includes bicycles,

cars, and trucks.

Have the students use inductive reasoning to arrange the vehicles by size: smallest to largest.

Ask the students to imitate sounds produced by the horn on a bicycle, a car, and an 18-wheeler

truck.

Have the students connect the size of the vehicle with whether or not the horn would sound high

or low.

Hand out soda bottles and teach students to play them by blowing air across the top of the bottle.

Assess the sounds produced: high or low pitches.

Have the students arrange the bottles from highest to lowest pitches.

7. To relate this information back to the strings family, pluck two different sized rubber bands to

demonstrate high and low. Ask the students which one makes a higher pitched sound and lower pitch

sound.

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8. Culminating Activity

As a class, listen to each of the string instruments here. Take time to read and understand each

instrument description.

Once students are familiar, randomly choose sound clips of the four instruments and ask the

students to name which instrument (violin, viola, cello, bass) they hear according to the highness

or lowness of the sound it produces.

Support a conversation that will assist students in drawing conclusions that help them

comprehend that just as the smallest vehicle horn or the smallest bottle makes the highest pitch,

the violin is the smallest string instruments and it also produces the highest pitch, etc.

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Lesson: The History of String Instruments

(Music/Social Studies) Time:

40 – 50 minutes

Standards:

The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the

National Core Arts Standards for Music.

Objectives:

Students will…

Understand how orchestral string instruments have changed over time.

Design string instruments that could exist in the future.

Materials:

“String Instruments: From a Time Capsule to the Distant Future” on page 12 of this packet

Paper and pencils

Crayons or markers

Pictures of string instruments and bows

Instruction:

1. Establish the levels of students’ understanding of orchestral string instruments by:

Asking if they, or a family member, play a string instrument. Permit students to share

experiences.

Show them a picture of a violin, viola, cello, and double bass (or an actual instrument) and ask

if they are familiar with and can name the instruments.

Ask students to share information on how these instruments create sound.

2. Encourage student volunteers to read assigned passages from the article on page 12 aloud,

pausing after each paragraph for dialogue. At the end of the reading, offer other opportunities for

discussion.

3. Show the students pictures of current string instruments and/or actual instruments again and

encourage them to discuss the distinctive characteristics of each.

4. Show the students an actual bow or a picture of one and discuss its use with string instruments.

5. If any students play orchestral string instruments, encourage them to help with demonstrations

and discussions.

6. Culminating Activity

Have each student sketch a picture and write a explanation of an invented, futuristic string

instrument. The instruments should have the same basic characteristics as indicated in the

reading.

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Lesson: The History of String Instruments Cont.

String Instruments: From Time Capsule to the Distant Future

Resource: Dallas Symphony Orchestra A time capsule is a container filled with objects that reveal important facts about how people lived at a

specific time and place. If you made a time capsule today, it might include a favorite computer game, a

Harry Potter book, a DVD and one of your school class pictures. The container would be sealed and buried

so that, years later, it could be dug up and opened, helping later generations to understand how people

lived in the past.

A capsule with objects that teach us about the first string instruments has not been found. As with many

other things that began before people could write and before history was recorded, no one really knows

when or how the first string instruments were made. But we know from ancient documents and drawings

that, for many centuries, people in all parts of the world have made music by setting strings in motion.

Have you ever shot a bow and arrow and heard the “zing” of the string as you let the arrow fly? Perhaps

early hunters heard that sound as they hunted with bows and arrows, and were inspired to make music

with it. Some of the earliest instruments we know of are found in ancient writings such as the Bible, the

Torah, or Greek literature. A few of those were the harp, the lute, the lyre and the dulcimer. However, a

fifteen centuries old cave drawing, found in France, shows a figure with a bow held to its mouth, and no

arrow! In some African and Asian countries, and in the Appalachian region of the United States of

America, the mouth bow is still used. The musician holds the bow in his mouth and produces sound by

plucking the string or by hitting it with a stick. By opening and closing his mouth, the musician can

change the sound of the vibrating string.

The technique of pulling a bow across a string, causing it to vibrate, probably began in the Far East and

moved to Europe approximately one thousand years ago. Since then, people the world over have made

string instruments of different sizes and materials and played them with bows. Violins, violas, cellos, and

double basses, such as those played in the Winston-Salem Symphony today, were first made in Italy about

300 years ago. Originally, the strings were made of sheep gut. Now they are also made of steel or steel-

wrapped synthetic materials. The resonating box is made of wood and plucking the strings or pulling the

hair part of the bow (horsehair) across the strings produces the sound.

String instruments that are not commonly used in the symphony orchestra, such as the banjo and guitar,

are plucked or strummed, rather than played with a bow. Technology has allowed people to continue

creating new kinds of string instruments, such as electronic and MIDI violins and cellos.

Although the mouth bow described earlier and the modern violins are very different, all string instruments

are alike in at least three ways:

1. They have strings made of a material that can vibrate and produce sound.

2. They are played either by pulling a bow across the strings or by plucking the strings to make them

vibrate.

3. They have a hollow chamber, such as the body of a modern violin that is located under the strings

to make the sound louder.

If string instruments continue to evolve, how might they look and sound a thousand years from now?

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Additional Activities:

Activity One – Map: Music History/Country and Culture Identification

Using the Interactive World Map, review the different countries represented by the music provided in the

“program” section of this guide on page 7. Simply use your mouse to scroll over each country. From

there, more facts and information will pop up. While reviewing each country, also play the corresponding

piece of music. Once reviewed, ask students to identify the countries on their own. Can they identify the

country from listening to each piece and the other way around? Can they identify and locate each country

on the map? Use the coloring page located in the handouts section of this guide (Pg 17) to further

reinforce understanding.

Activity Two – La Bamba: Music History/Culture/Reading/Performance

This fun activity will combine language learning and music reading/performance.

1. Have students listen to La Bamba using the link provided here while following along using the

handout on page 18 of this guide.

2. Review the history of the song and lyrics with the students. A short history as well as

pronunciations, translations and listening can be found here.

3. Review the rhythms and note names. There are excellent challenges throughout including triplet

rhythms as well as tied and dotted notes.

4. Have fun with it! Once students are familiar with the song add in small instruments such as

maracas, claves and related auxiliary.

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WELCOME TO LINK UP! Greetings Educators!

Now that you and your students have experienced a fun and exciting performance from a

Winston-Salem Symphony small ensemble, I am excited to share the important news that the

Winston-Salem Symphony will be partnering this season with Carnegie Hall to present elements

of their Link Up program here in Winston-Salem as part of our current Mary Starling Full

Orchestra Performance.

In short, Link Up is an interactive program. It is unique in that the barrier between audience

member and performer is blurred by providing students the opportunity to perform with the

orchestra from their seats using their voice, recorder instruments and even violin! You can

learn more about the Carnegie Hall side of the project here:

http://www.carnegiehall.org/Education/Link-Up/

A team of WSFC Elementary School Music Specialists and myself have been meeting to discuss

the different programs that Carnegie Hall has to offer and have chosen The Orchestra Sings, a

curriculum centered around music reading, melody line and much more that we feel fit well

within the district pacing guide for music. We have also chosen The Orchestra Sings to be

representative of a new partnership with the Winston-Salem Youth Chorus and the

inclusion/promotion of choir as part of the Mary Starling Performances going forward.

The curriculum is challenging, yet adaptable and achievable in a realistic school learning

environment. Furthermore, Carnegie Hall will provide all of the required teaching guides and

student work books for each participating school at no cost!

We want to be sure that all local elementary level schools, WSFCS or otherwise, have the

opportunity to participate in this new program beyond simply being an audience member. This

is the chance for your students to become performers!

With this in mind, we encourage you to support your school Music Specialist as they prepare

students for their big moment. Additionally, we hope that you will serve as an advocate –

expressing to your school leadership the importance that the Music Specialist is present at the

concert so that they may properly guide students through their performance role.

Thank you for your support and we look forward to seeing you and your students at the full-

orchestra performance in February!

jlmd

Jessica Munch-Dittmar | Winston-Salem Symphony | jmunch-dittmar@wssymphony.org | 336.725.1035 ex 221

Link Up Committee:

Wesley Payne – Smith Farm Elementary Abigail Degance – Kernersville Elementary

Beth Cox – Middle Fork Elementary Kellee Church – Whitaker Elementary

Stephanie Pierce – Clemmons Elementary Lori Prescott – WS Youth Chorus

Barbie McKinney – Old Richmond Elementary Sonja Sepulveda – WS Youth Chorus

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ENSEMBLE VISIT SCHEDULE Date WS Symphony

Percussion Ensemble

(4th & 5th Grade)

WS Symphony

Woodwind Ensemble

(4th & 5th Grade)

WS Symphony

Brass Ensemble

(4th & 5th Grade)

WS Symphony String

Ensemble

(4th & 5th Grade)

September

Friday, Sept. 9 9:00 Speas

10:15 Meadowlark

9:00 Kernersville

10:15 Piney Grove

Tuesday, Sept. 13 9:00 Lewisville

10:15 Children’s

Center

1:00 Morgan

9:00 Clemmons

10:15 Southwest

Thursday, Sept. 15 9:00 Ward

10:15 Kimmel Farm

9:00 South Fork

10:15 Sherwood Forest

Friday, Sept. 16 9:00 Ashley

10:15 North Hills

9:00 Middle Fork

10:15 Petree

Tuesday, Sept. 20 9:00 Konnoak

10:15 Bolton

Thursday, Sept. 22 9:00 Brunson

10:15 Moore

9:00 Cook

10:15 Diggs-Latham

Friday, Sept. 23 9:00 Easton

10:15 Griffith

9:00 Ibraham

10:15 Mineral Springs

Tuesday, Sept. 27 9:00 Kimberly Park

10:15 Whitaker

9:00 Forest Park

10:15 Downtown

Thursday, Sept. 29 9:00 Konnoak

10:15 Bolton

Friday, Sept. 30 9:00 Ashley

10:15 North Hills

9:00 Sedge Garden

10:15 Hall-Woodward

October

Thursday, Oct. 6 9:00 Jefferson

10:15 Vienna

Friday,

Oct. 7

9:00 Walkertown

10:15 Cash

9:00 Rural Hall

10:15 Gibson

Monday, Oct. 10 9:00 Clemmons

10:15 Southwest

Tuesday, Oct. 11 9:00 Brunson

10:15 Moore

9:00 Sedge Garden

10:15 Hall-Woodward

Thursday, Oct. 13 9:00 Lewisville

10:15 Children’s

Center

1:00 Morgan

9:00 Union Cross

10:15 Caleb’s Creek

1:00 Smith Farms

Friday,

Oct. 14

9:00 Kimberly Park

10:15 Whitaker

9:00 Cook

10:15 Downtown

Tuesday, Oct. 18

Thursday,

Oct. 20

9:00 Old Town

10:15 Old Richmond

9:00 Kernersville

10:15 Piney Grove

Tuesday, Oct. 25 9:00 Ward

10:15 Kimmel Farm

9:00 Middle Fork

10:15 Petree

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Date WS Symphony

Percussion Ensemble

(4th & 5th Grade)

WS Symphony

Woodwind Ensemble

(4th & 5th Grade)

WS Symphony

Brass Ensemble

(4th & 5th Grade)

WS Symphony String

Ensemble

(4th & 5th Grade)

November

Thursday, Nov. 10 9:00 Easton

10:15 Griffith

Monday, Nov. 14 9:00 Union Cross

10:15 Caleb’s Creek

1:00 Smith Farms

Tuesday, Nov. 15 9:00 Jefferson

10:15 Vienna

Thursday, Nov. 17 9:00 Walkertown

10:15 Cash

9:00 Rural Hall

10:15 Gibson

Friday, Nov. 18 9:00 Old Town

10:15 Old Richmond

9:00 Speas

10:15 Meadowlark

9:00 Forest Park

10:15 Diggs-Latham

Monday, Nov. 28 9:00 South Fork

10:15 Sherwood

Forest

Tuesday, Nov. 29 9:00 Ibraham

10:15 Mineral Springs

December

No Dates No Dates No Dates No Dates

January

Friday,

Jan. 20

9:00 Summit School

5th Grade

10:00 Summit School

5th Grade

February

Friday,

Feb. 17

9:00 Summit School

2nd Grade

10:00 Summit School

3rd Grade

March

Thursday, Mar. 16 9:00 Summit School 1st

Grade

10:00 Summit School

Junior Kindergarten

Thursday, Mar. 23 9:00 Summit School

4th Grade

10:00 Summit School

4th Grade

Teacher’s Materials: WSS In-School Ensembles: String Family 2016 - 2017

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To learn about these programs and more, please visit www.wssymphony.org/edu

ADDITIONAL EDUCATION OPPORTUNITIES MUSICIANS IN THE CLASSROOM AND IN THE COMMUNITY

Musicians, both individual and in ensembles of all sizes, bring their training and performance experience directly to

students and audiences throughout the Triad. Programs are specifically designed to enhance your school music program

or to engage your local community. These programs give students and audiences an opportunity to meet the musicians

of the Winston-Salem Symphony, experience a live performance, see the instruments up close, and enhance

understanding of music, performance practice, and much more. Program prices vary according to the scope of your

group’s needs, duration, and location. Easily book your visit from our website!

MEET THE MAESTROS

When they are not on the podium, Winston-Salem Symphony Conductors can be found visiting students and adults of all

ages at schools, libraries, and community centers throughout the Triad to discuss music and assist with rehearsals.

DISCOVERY SERIES

The Discovery Series Concerts for Kids are a fantastic and fun mix of orchestra, theater, dance, art and education all rolled

into one! Be sure to come early for exciting pre-concert activities!

SALUTE TO SUPERHEROES

Sunday, November 6, 2016

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

SYMPHONIC SPORTS SHOWDOWN

Sunday, January 29, 2017

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

ENCHANTED FAIRY TALES

Sunday, April 23, 2017

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

INSTRUMENT PETTING ZOO

The Winston-Salem Symphony’s Instrument Petting Zoo brings the magic and excitement of holding and playing orchestral

instruments to local schools and community events. Learn how to make sounds on musical instruments from all four families

of orchestral instruments. Test your ability to identify instruments by their sounds in a fun musical game! The petting zoo is

facilitated by trained volunteers. Book your visit today by visiting our website!

FREE STUDENT NIGHTS The Winston-Salem Symphony invites students to take part in FREE, open rehearsal Student Nights at the Stevens Center of

UNC School of the Arts! Tickets are required for attendance. For more information or to secure your ticket please contact

our box office at 336-464-0145 or visit us online!

Ode to Joy: Beethoven’s Ninth Film Composers Onstage

Friday, October 14, 2016 · 7 p.m. – 9:30 p.m. Friday, March 3, 2017 · 7 p.m. – 9:30 p.m.

RSVP Date: Friday, October 7, 2016 RSVP Date: Friday, February 24, 2017

STUDENT RUSH

Students, enjoy last-minute discounts available just for you! At each performance, student discounted tickets can be

purchased at the door, pending available seating.

TEACHER RESOURCE WEBPAGE

Please enjoy this password protected area of our website specifically for educators containing curriculum guides, school

visit information and listening examples. Be sure to bookmark the page and check back regularly for updates!

http://wssymphony.org/teachers

Password: teachers