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

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Winston-Salem Symphony

In-School Ensembles

WOODWIND

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

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

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Table of Contents:

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

Instrument Families…………………………………………………………………………….....................Pg. 3

Orchestra Diagram……..…….………………………………………………………………………….........Pg. 3

The Woodwind Family………………………………………………………………………………………...Pg. 4

Science of Sound……………………………………………………………………………….....................Pg. 5

Instrument Vibrations………………….…………………………………………………............................Pg. 5

Instrument Vibrations Con’t…………………………………………………………………………….…...Pg. 6

Musical Terms …………………………………………….....………………………………….……….……Pg. 6

Program……………………………………………………………………………………………………........Pg. 7

Q&A……………………………………………………..……………………..……………………..……….....Pg. 7

Guide Assessment……………………………………………………..………………………………..........Pg. 8

Guide Assessment Answers……………………………………………………..………………..……..….Pg. 9

Lesson: Sound of Woodwinds………………………………………………………………....………….Pg. 10

Lesson: Peter and the Wolf……………………………………………………..………………..………..Pg. 11

Peter and the Wolf Worksheet……………………………………………………..………………..…..…Pg. 12

Additional Activities and Handouts……………………………………………………...…………….....Pg. 13

Link Up Letter………………………...……………………………………………………...…………….....Pg. 16

Ensemble Visit Schedule……………………………………………………...……………......................Pg. 17

Additional Education Opportunities ……………………………………………………...……………...Pg. 19

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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

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

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The Woodwind Family

The woodwind family is made up of the flute, oboe, clarinet, bassoon and saxophone. Just like the name,

woodwind instruments were originally made from wood. While many still are made of wood, some are

now made of other materials, like metal, silver, gold and even plastic. Like all other instrument families,

the woodwind family is grouped primarily by how they make sound (but more on that later). First, let’s

have an introduction to the instruments.

Though there are many woodwind instruments, we will focus mainly on the members of the woodwind

quintet, a well-liked ensemble including the four most familiar woodwind instruments in the orchestra.

Here they are from highest‐pitched to lowest (plus one guest woodwind and one unique friend). Click on

their names to listen and learn more:

Flute

The flute is no longer made of wood, but is still in

the woodwind family even though it is made of

metal. It produces very bright and joyful notes.

Oboe

The oboe looks very similar to the clarinet except

for the fact that it has a double reed. The oboe is

widely used in classical or symphonic compositions.

Clarinet

The clarinet is a single reed instrument. It plays a

wide range of music from classical to jazz. It also

has a very wide range of notes that can be played.

Saxophone

The saxophone is a

woodwind instrument that

is not included in the

woodwind quintet but is

sometimes used in

Symphony Orchestras. At

other times it is used as a

jazz instrument, or played

in military bands or school

bands. Usually,

saxophones are made of

brass and are played with

a single-reed mouthpiece.

Bassoon

The bassoon is a double reed instrument. Because

of its size, it plays very low notes and is often the

backbone of the orchestra.

French Horn

You’ll notice something a bit

odd about the Woodwind

Ensemble when you see them

perform. They have included

an outsider as part of their

group! That’s right! A brass

instrument, the French Horn.

It is not uncommon for the

French Horn to make an

appearance as a supporting

instrument for a woodwind

ensemble.

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Science of Sound: Woodwinds

All sound, no matter the source, comes from vibration. If you have ever plucked a rubber band, then you

have seen this theory in action. The vibration of an object back and forth moves the surrounding air. The

air begins to create sound waves, which move through the atmosphere and ultimately move to your ear

and then to your brain, which translates those waves into sound.

With woodwinds, the same sound producing steps take place. Inside of woodwind instruments are

extensive columns of air. Depending on the length of these air columns, different notes can be produced.

Take a look at this diagram:

The pipe on the left has longer air columns. This means that the sound will be lower. The pipe on the

right has shorter air columns. This means that the sound will be higher. Now, in order to modify the

length of these columns, woodwind players press down various keys (see the Instrument Design box on

the previous page), which open up holes for air to pass through.

Instrument Vibrations:

So, now we recognize how woodwinds modify pitch. We even know that we need vibration to create sound.

But how do woodwind instruments create vibrations?

Because woodwind instruments are so diverse, they create vibrations in three different ways, depending

on if they are a flute, a single reed instrument, or a double reed instrument:

Flutes

Have you ever blown air across the top of a bottle? When someone plays

the flute, it’s fundamentally the same idea. Air blown across a hole at the

proper angle alternates between (1) missing the hole or (2) entering the

hole (see diagram on right).

The fluctuation between in and out is merely the back‐and‐forth vibration

of the air. This sends vibrating air into the flute, where the keys and tone

holes can open and close to control the pitch.

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Single Reed Instruments

Single reed instruments are comprised of the clarinet and, while it is not a component of the woodwind

quintet, the saxophone. These instruments operate a single reed which is aligned with a mouthpiece by a

round metal part called a ligature.

When air is blown properly it travels (1) on top of

the reed, then (2) underneath the reed. This

back‐and‐forth movement of the reed causes air to

vibrate within the mouthpiece. It then moves

through the body of the clarinet where it forms an

air column which the player can control using keys

and tone holes.

Double Reed Instruments

Double reed instruments consist of the oboe, its cousin the English

horn (which is not a member of the woodwind quintet), and the

bassoon. These instruments all use two reeds that vibrate against

each other in order to create sound. In fact, it is possible to remove

the double reed from the instrument and play it on its own!

Vibrations on a double reed occur somewhat differently than on a

flute or a single reed instrument. Air is pushed into a double reed;

the reeds separate and permit air to come between them, and then

come back together, creating a vibration and a sound as they swap

back and forth.

Musical Terms:

When learning about the Woodwind 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:

Reed: A thin piece of

wood or plastic which

vibrates when wind is

blown through the

instrument to create

sound.

Single Reed: Single reeds

are used on the

mouthpieces of clarinets

and saxophones. The

back of the reed is flat

and is placed against the

mouthpiece. When air is

blown between the reed

and the mouth piece,

sound is created.

Double Reed: Double

reeds are used on

the oboe and bassoon.

They are typically not

used in conjunction with

a mouthpiece; rather

when air is blown into the

instrument, the two reeds

vibrate against each other

to create sound.

Timbre: An

instrument’s unique

sound, different from

every other

instrument. An

instrument’s timbre

is simply its unique

musical voice; it’s the

same as the

difference between

your voice and the

voice of someone

else.

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

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Program: During the performance by the WSS Woodwind Ensemble, you will experience a variety of musical styles!

Here’s a preview:

Rondo Allegro: is the fourth movement of Beethoven’s Op. 71. Originally

composed in 1796 for a woodwind sextet, or six person group, it is commonly

performed today with quintets, a five person group. Around this time, Beethoven,

26 years old, also began complaining of a ringing in his ears that would eventually

lead to his deafness later in life. The cause of his deafness is still a mystery, but did

not prevent him from writing some of the most famous works in history. You can

watch the Aquillos Ensemble play this piece here.

Leaping Dance: was composed by Ferenc Farkas and was written for 17th

century

style Hungarian Dances in the late 1950’s. Farkas was well versed in many different

types of composition including: stage music (musicals, operas, and ballets);

symphonies; masses; chamber music; choir; and film music. Many of his works,

including Leaping Dance are inspired by Hungarian folk music and characterized by

lively and spontaneous rhythm. Take a quick peek at this piece here.

Polka: by Dmitri Shostakovich is one section of his famous Golden Age ballet. The

ballet itself is pro-Communism, seeking to shed light on the downfalls of capitalism

in a humorous way. A Russian soccer team travels to play in Western Europe, but

falls victim to match rigging, harassment by police, and imprisonment at the hands

of a powerful and evil businessman. They are eventually freed by the town’s people

who join them in overthrowing the businessman, symbolizing the overthrow of

capitalism in Russia. You can watch The Carl Nielsen Quintet play this piece here.

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 the oboe and bassoon more difficult to play?

How/why did you choose your instrument?

What types of music feature woodwind instruments?

Is the saxophone a woodwind instrument?

Is the recorder a woodwind instrument?

How often do you practice?

How do I care for woodwind instruments? How often should a beginner practice?

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Match the following terms to their definitions:

Sound Waves The highest and oldest woodwind

instrument.

Keys/Tone Holes Air moving back and forth quickly; it

results in sound.

Clarinet The lowest and largest woodwind; a

double reed instrument.

Single Reed A single piece of wood vibrating

against a mouthpiece.

Bassoon A double reed instrument with a duck-

like sound.

Flute A woodwind instrument with a single-

reed mouthpiece, a cylindrical tube

with a flared end, and holes stopped

by keys.

Woodwind Quintet Two pieces of thin wood that vibrate

together and make sound.

Double Reed System of buttons and holes that allow

woodwinds to change pitch.

Vibration How sound travels through the air and

reaches your ear.

Oboe Four woodwind instruments plus a

French horn.

Timbre An instrument’s unique sound,

different from every other instrument.

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Guide Assessment Matching (pg. 8)

Sound Waves: How sound travels through the air and reaches your ear.

Keys/Tone Holes: System of buttons and holes that allow woodwinds to change pitch.

Clarinet: A woodwind instrument with a single-reed mouthpiece, a cylindrical tube with a flared end, and

holes stopped by keys

Single Reed: A single piece of wood vibrating against a mouthpiece.

Bassoon: The lowest and largest woodwind; a double reed instrument.

Flute: The highest and oldest woodwind instrument.

Woodwind Quintet: Four woodwind instruments plus a French horn.

Double Reed: Two pieces of thin wood that vibrate together and make sound.

Vibration: Air moving back and forth quickly; it results in sound.

Oboe: A double reed instrument with a duck-like sound.

Timbre: An instrument’s unique sound, different from every other instrument.

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Lesson: Sound of Woodwinds

(Music/Science and/or Math) Time:

30‐45 minutes

Standards:

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

National Core Arts Standards for Music.

Objectives:

Students will…

Make predictions about how physical changes to a tube will alter the sound produced.

Experiment with modified cardboard tubes and compare their sounds.

Produce a piece of music via their newly‐created instruments.

Materials:

Numerous wrapping paper or cardboard tubes; tape; scissors; writing materials; metronome

Prerequisites:

Students ought to have a good understanding of how simple pipes create sound (see pages 5-6 of this

guide).

Instruction:

This lesson would work well when beginning to study scientific testing. Start by reviewing how woodwind

instruments alter their sound (by manipulating holes and keys along the tube to allow air out or keep it

in). Review how longer tubes have a lower pitch and shorter tubes have a higher pitch. Explaining to the

students that they will be conducting an experiment with tubes and have the students write down their

thoughts to the subsequent questions:

How will the sound of a short tube compare with the sound of a long tube?

How will holes in the tube change the sound that is made?

Will the position of the hole on a tube make a difference in the sound produced?

How will sound be effective if the end of the tube is closed?

Then, being certain to keep one tube in its original condition, alter other tubes by cutting them to

different lengths, creating holes in a variety of places and taping the bottoms closed. At this time, ‘play’

each adapted tube by striking the tube on the ground on its edge or by using the palm of your hand to

strike the opening.

Have the students produce a short musical piece using their newly‐invented instruments. Use a

metronome to help students maintain a steady beat, choosing a tempo that works well for your class.

While sitting in a circle, have each student, one by one, experiment with different sounds. Encourage

students to create a different sound than the student next to them. Encourage students to close holes in

the tubes and explore as many imaginative sounds as possible. Once each student has determined how

they would like to play their instrument, have them perform those sounds around the circle; once per beat.

If students are more advanced or have mastered this first exercise, have them improvise for four beats

each. As a group, try to clarify why the modifications to the tubes altered or didn’t alter the sound of the

tube. Compare the sounds discovered from the modified tubes verses the unmodified tubes.

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Lesson: Peter and the Wolf

(Music/Language Arts)

Time:

One full class period.

Standards: The Winston-Salem Symphony bases all educational programming, lessons and curriculum

around the National Core Arts Standards for Music.

Objectives:

Students will…

Associate an instrument’s timbre within the music to a character’s individuality within a story.

Utilize critical listening to explain how timbre in Peter and the Wolf reflects the traits of the

characters.

Materials:

Peter and the Wolf film (1946 version)

Prerequisites:

An introduction to woodwind instruments (page 4 of this guide). This lesson would be an excellent

addition to a Language Arts unit on character study.

Instruction:

When writing stories, authors apply personalities to their characters to give them life. This means that the

characters are unique in the way they act because of who they are and the situations they are in, just like

people in real life. Composers, people who write music for a living, frequently make use of specific

instruments to symbolize characters or ideas in their music. This is because every instrument has a very

distinctive personality, or sound of its own. This unique quality of sound is called its timbre (see page 6).

Frequently, language that we use to illustrate characters (e.g., sly, playful, sad or scary) can be used to

describe the sounds that instruments make. (Prior to moving to the next paragraph, instruct students to

describe characters from stories they know or books that they’re reading.)

In Peter and the Wolf, initially composed for chamber ensemble and storyteller, the famous Russian

composer, Sergei Prokofiev, makes use of instruments from the woodwind quintet (and some others) to

symbolize specific characters. This is because he felt that the timbre of those instruments connected to

the personality of those specific characters:

Bird—Flute Duck—Oboe Cat—Clarinet Grandfather—Bassoon

Wolf—French Horn Peter—Strings Hunters—Drums

Before viewing the Disney cartoon version of Peter and the Wolf, instruct students to give particular

attention to how every character’s individuality is represented by the sounds of a specific instrument (e.g.,

the bird’s playful fluttering is represented by the flute’s light, airy sound). Support them in making notes

or drawing sketches that illustrate the feelings or personalities of the characters as they watch the movie.

Then, watch the film again (the first five minutes or are sufficient if class time is running short) and have

students complete the worksheet on page 12.

To conclude, ask the class to reflect on how the timbre of an instrument can be representative of specific

actions or feelings of particular characters in the movie. Feel free to allow students to share answers from

their worksheet during this reflection time.

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Lesson: Peter and the Wolf

Worksheet

1. Why do you think Prokofiev used the timbre of the flute to represent a bird?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. How does the timbre of an oboe sound like a duck’s quack?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. What are some similarities between the timbre of a clarinet and a cat’s personality?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. How does the timbre of a bassoon sound like an upset grandfather?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

5. What about the timbre of a French horn reminds you of a fierce wolf?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Compare and contrast two animal characters from the movie Peter and the Wolf in the first

space below. Then, directly underneath the first box, compare the timbre of the instruments

that represent those characters.

Character: Character:

Personality Traits:

Personality Traits:

Timbre Description:

Timbre Description:

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Additional Activities: Activity One – Rondo Form: Music Reading/Performance

The word "rondo" comes from the French word "rondeau," which means "round." In music, a rondo is a

form that repeats the main theme over and over again. The rondo has developed into a musical form that

is often used as the final movement in classical sonatas, symphonies and concertos. As the final

movement, it can usually be described as the climatic point in the work, and the tempo is almost always

very fast. In this exercise students will learn about and perform rondo form.

1. Explain to students that musical forms are often described by using letters of the alphabet to

identify different sections and how they fit together. "A" is the opening or initial statement. "B" and

following themes are indicated alphabetically. A piece using sonata form would start with an "A"

section, followed by a "B" section and would then return to "A" at its conclusion. Rondo form,

however, would add a "C" after the second "A" section. Other sections could be added after each

return of the "A" section. It doesn't matter how many sections the piece has (e.g., if the piece is A-

B-A-C-A), it is still a rondo. What is most important to remember is that each “A” section sounds

the same; each “B” section sounds the same and so on…

2. Use the following visual (also located on page 15 of this guide) to help direct student

understanding:

3. Use the Chocolate Rondo chant as an example of Rondo form for students to perform together.

Once the class can recite the chant together, get creative by dividing the class into sections to

perform each statement with the addition of instruments or body percussion.

4. Challenge your students! Have students listen to Beethoven’s Rondo Allegro and guide them in

identifying the “A” section, the “B” section and so on. One option to assist with this exercise would

be to create simple shapes, labeled for each section as pictured above, for students to silently

hold in the air to identify each section as they listen.

Activity Two – Compose a Rondo: Music Composition/Reading/Performance

Using Chocolate Rondo as a guide, have the students compose their own rondo chant as a class with your

guidance.

1. Have the class choose a subject (food, sports, music etc) and compose the “A” section of the

rondo chant together.

2. Once the “A” section is complete, divide the class into groups and assign each group an additional

section to compose (B, C or D), again using Chocolate Rondo and the chosen class theme to help

guide them.

3. Go from group to group assisting students with their compositions.

4. Allot enough time at the end of class to have each group share their section of the rondo. Write

each section on the board in the appropriate order.

5. Perform: Section “A” as a class. Sections B, C and D performed by the individual groups assigned

to those sections.

6. Students may need assistance with syllables and rhythms both in the composition and

performance stages of this activity.

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

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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: Woodwind 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