Concerts for Young People 2016

Concerts for Young People

2016 Strings

Friday, January 15, 2016 at 10:00 AM Friday, January 15, 2016 at 11:30 AM

Maestro Nir Kabaretti

Music & Artistic Director

Amy Williams, DMADirector of Education and Community Engagement

1330 State Street, Suite 102 • Santa Barbara, CA 93101(805) 898-8785 • amy@thesymphony.org

Important Note to Teachers

• On concert day, please arrive at The Granada either by 9:30 AM or 11:00 AM, depending on which performance you will be attending. It takes time to seat 1,500 students!

• Discuss the basics of concert etiquette with your class. Tell your students that the conductor will signal the end of a piece by putting his arms down at his side and turning to face the audience. Quiet listening and applause at the appropriate times are the best ways to show appreciation.

• Explain that the Granada is built to naturally amplify sound and that quiet listening will be very important.

• Teachers and chaperones should sit among the students rather than next to another adult. We recommend one chaperone for every ten students.

• Trips to the bathroom during the concert are STRONGLY DISCOURAGED. Encourage your students to visit the restrooms before or after the concert, as it will be extremely difficult and disruptive for them and a chaperone to get up during the performance.

• No food, drink, or gum is permitted in the Granada Theatre. Please leave all lunches on busses.

• When the concert ends, students should remain seated. There will be someone on stage who will announce when each school will leave.

• Prepare your students for Concerts for Young People by familiarizing them with concert etiquette, vocabulary words, and the instruments found within an orchestra. In addition, you and your students can complete any or all of the lesson plans that are included in this guide.

Preparing for the Concert Curriculum goal: Teachers utilize these lessons to help students gain an understanding of the orchestral instrument layout through learning about acoustics and sound waves.

The optional 8-week curriculum utilizes 6 lesson plans that can be divided by individual teachers for proper use of classroom time. Each lesson plan addresses standards for students in grades 4, 5, and 6, and should be adapted by teachers as necessary. The goal of the curriculum is to assist the student in preparing for the Santa Barbara Symphony Concerts for Young People program on January 15, 2016. Throughout the curriculum, students will explore how strings are used in their community and in different genres of music. Students are strongly encouraged to send the Symphony’s education staff questions and what they have learned. These questions and finding will be used to guide the concert. Findings and questions can be sent to Amy Williams at the Symphony at either the address or email below:

Amy Williams Santa Barbara Symphony 1330 State St., Suite 102 Santa Barbara, CA 93110 amy@thesymphony.org

The lesson plans are laid out in a specific order. However, the two key lessons plans are Number 1 and 6.

Timeline: Teachers may structure the timing of the lesson plans to suit each individual class and are encouraged to split up the lesson plans if there is a concern over shortage of classroom time.

Resources: Teacher’s guide and lessons plans that were provided by the Santa Barbara Symphony or downloaded via thesymphony.org.

Concerts for Young People The following lesson plans will assist teachers in preparing students for the concert. All lesson plans can be adapted to accommodate the class level and focus around the following key elements of core curriculum learning:

1. research/evidence based 2. clear, understandable, consistent 3. application of knowledge through critical thinking

If time does not permit, then the Symphony’s education staff would like to encourage teachers to focus on Lesson Plan 1 and Lesson Plan 6 as these are the key lessons for this guide and concert.

LESSON PLAN GUIDE

LESSON PLAN 1 Concept/Topic to Teach: Students will observe their communities and determine where and how string instruments are used around Santa Barbara. Students will create a list of reasons as to why they are used in this manner.

Required Materials: Pencil Paper Local Newspapers Local Magazines Websites

Anticipatory Set: Prior to the lesson, students should spend some time observing their community and areas they travel.

Step by Step Procedures: 1. Students will form small groups and gather print materials to scan and assess for

music and string instruments. 2. Students will then make a list of all findings and share with other groups in class. 3. Students will then write one paragraph of how strings are used and write about

why they might be used in this manner.

Closure: Upon finishing this project students will have a list of places and manners that string instruments are used.

Assessment: Each group will present one paragraph of their findings and share this with the class.

Possible Connections: Due to the large amount of writing, this lesson links to the language arts as students should present materials that are well-written.

LESSON PLAN GUIDE

LESSON PLAN 2 Concept/Topic to Teach: How is violin used in mariachi and why?

Specific Objectives: Students will listen and research mariachi music to determine how and why violin is used.

Required Materials: CD of mariachi music Pencil Paper Website

Step by Step Procedures: 1. Students will begin by listening to mariachi music and creating lists of how it is

used. 2. Students will then brainstorm ideas of why it is used like this. 3. Students will research and write a paragraph of how the violin began in the

mariachi ensemble. 4. Students should read and research materials in both print and on the internet

that address how the instrument has been used throughout the history of the musical style.

5. Students will then compare their notes from originally listening to mariachi to their findings.

Closure: Upon finishing the lesson students will have assessed and gained an understanding of the musical genre.

Assessment: Students will present paragraphs of their findings.

Possible Connections: Language arts

LESSON PLAN GUIDE

LESSON PLAN 3 Concept/Topic to Teach: How is violin or any string instrument is used in jazz and why?

Specific Objectives: Students will listen and research jazz music to determine how and why string instruments are used.

Required Materials: CD of jazz music Pencil Paper Website

Step by Step Procedures: 1. Students will begin by listening to jazz music and creating lists of how it is used. 2. Students will then brainstorm ideas of why it is used like this. 3. Students should read and research materials in both print and on the internet

that address how the instrument has been used throughout the history of the musical style.

4. Students will then compare their notes from originally listening to jazz to their findings.

Closure: Upon finishing the lesson students will have assessed and gained an understanding of the musical genre.

Assessment: Students will present paragraphs of their findings.

Possible Connections: Language arts

LESSON PLAN GUIDE

LESSON PLAN 4 Concept/ Topic to Teach: How are string instruments used in pop music and why? Specific Objectives: Students will listen and research pop music to determine how and why string instruments are used.

Required Materials: CD/selections of pop music Pencil Paper Website

Step by Step Procedures: 1. Students will begin by listening to pop music and creating lists of how it is

used. 2. Students will then brainstorm ideas of why it is used like this. 3. Students will research and write a paragraph of how string instruments began

in pop. 4. Students should read and research materials in both print and on the internet

that address how the instrument has been used throughout the history of the musical style.

5. Students will then compare their notes from originally listening to the music to their findings.

Closure: Upon finishing the lesson students will have assessed and gained an understanding of the musical genre.

Assessment: Students will present paragraphs of their findings.

Possible Connections: Language arts

LESSON PLAN GUIDE

LESSON PLAN 5 Concept/ Topic to Teach: How are string instruments used in classical music and why?

Specific Objectives: Students will listen and research classical music to determine how and why string instruments used.

Required Materials: CD of classical music Pencil Paper Website

Step by Step Procedures: 1. Students will begin by listening to classical music and creating lists of how it is

used. 2. Students will then brainstorm ideas of why it is used like this. 3. Students will research and write a paragraph of how string instruments began in

the orchestra. 4. Students should read and research materials in both print and on the internet

that address how the instrument has been used throughout the history of the musical style.

5. Students will then compare their notes from originally listening to the music to their findings.

Closure: Upon finishing the lesson students will have assessed and gained an understanding of the musical genre.

Assessment: Students will present paragraphs of their findings.

Possible Connections: Language arts

LESSON PLAN GUIDE

LESSON PLAN 6 Concept/Topic to Teach: What brought string instruments into all genres of music?

Specific Objectives: Students will gain and understanding and learn how string instruments came into other genres of music.

Required Materials: Pencil Paper Research Materials

Step by Step Procedures: 1. Students will form small groups and discuss how they feel string instruments

developed into being used within so many genres. 2. Students will research the history of string instruments. 3. Students will take into consideration what country it began in and how it was

used. 4. Students will share and compare their findings with classmates. 5. A large class list will be formed with what was found.

Closure: Students will understand the history of string instruments and how it leads into being used in other genres.

Possible Connections: Students will use information previously gathered to deepen connections and learning.

LESSON PLAN GUIDE

Conductor The conductor's role is to keep time, control the loudness or softness (dynamic), and to make sure that the music comes across to the audience as the composer intended it. The conductor uses different patterns to mark the beat.

Fun CONDUCTING Facts: - Carl Maria von Weber was the composer/

conductor who invented many of the conducting styles still used today, including standing in front of the orchestra on a podium instead of off to the side or sitting at a piano.

- C.M. von Weber also used a white baton that is still used today!

- A music score is the book the conductor reads from, containing all the different parts for all the instruments in the entire orchestra.

Fun PICCOLO Facts: - Piccolo means “little” in Italian. - The piccolo sounds an octave higher than the flute. - It can produce the highest notes in the orchestra!

Instruments of the Orchestra There are so many instruments in the orchestra that it can be hard to identify each one. Have your students identify the following instruments to gain familiarity with each one. One thing to notice about orchestral instruments is that the size of the instrument is related to the sound it produces. Larger instruments produce lower pitches and smaller instruments produce higher pitches! Each instrument has its own unique characteristics. Here are some fun facts to get you familiarized with the orchestra.

Woodwind Family The instruments in this family are called ‘woodwinds’ because they all used to be made of wood. Today, they are made from wood, metal, and plastics. Musicians blow air (or ‘wind’) into mouthpieces creating vibration, which creates sound. The flute and piccolo are the only two that do not use reeds. The clarinet is played using a single reed. boo and bassoon are played using double reeds.

Fun OBOE Facts: - Invented in the seventeenth century, the oboe began with just two

keys. Now, a professional model has 24 keys. - The principal oboe traditionally gives the tuning pitch for the orchestra

before rehearsals and concerts. - The oboe is played on a double reed which is a pair of joined reeds

that vibrate together to produce sound.

oboe

piccolo

Fun CLARINET Facts: - Standard clarinets have 24

holes and 17 keys. - Vibration is created by

resting the reed against the lower lip.

- It was originally made out of boxwood, but now it is most commonly made from ebony and grenadilla.

Fun FLUTE Facts: - Simple forms of the flute include hollow objects, such as shells or

tubes made of reed, bark, animal horn, or bone. - Thousands of years ago people discovered that you could increase

the number of notes with tone holes, as well as over-blowing. - In the late eighteenth century, many experiments were made with

different designs of the mouth-hole, tube, and tone-holes. The fingering became simpler and the number of notes the flute could play was expanded.

- Flutes could be found being played 30,000 years ago!

flute

clarinet family

Fun BASSOON Facts: - The Italian name for bassoon is fagotto, meaning “a

bunch of tubes”. - The bassoon was originally made in a single piece.

However, they found that by building it in separate parts, they could bore the tube and tone-holes more precisely.

bassoon

Brass Family There are four main members of the brass family: French horn, trumpet, trombone, and tuba. Have you ever wondered about the differences in brass mouthpieces? Now you can see their different sizes and shapes. Brass players blow large amounts of air into the mouthpieces which causes the lips to vibrate and create sound.

Fun FRENCH HORN Facts: - The two most commonly

played French horns are the single horn and the double horn.

- The French horn has 15 feet of tubing ending with a bell that pointed backwards, away from the audience.

- The French horn is the only instrument to play in both woodwind and brass quintets - it is considered a crossover instrument!

single horn

French horns

double horn

Fun TRUMPET Facts: - The trumpet was used in medieval time

on military occasions for fanfares. - It was not until the 1600s that trumpets

were used in concert music.

Fun TROMBONE Facts: - The name trombone simply means “big trumpet”. - The slide trombone is the only brass instrument that can be used for

genuine glissando (the continuous transition between different pitches).

Fun TUBA Facts: - The tuba was originally

introduced by the Romans, who used it as a signal horn in the field.

- It is also known as the bass of the brass family.

- Its ancestor is the serpent, which was used in the 16th century and had a snake-like shape.

trumpet

trombone

tuba

Percussion Family Percussion instruments include any instrument that makes a sound when hit, shaken, or scraped. Some percussion instruments are tuned and can sound at different pitches, like the xylophone, timpani, or piano. Some are not tuned with

Fun PERCUSSION Facts: - The percussion family is the most diverse in the orchestra. - Timpani are also known as kettle drums. - Unlike most members of the orchestra, percussionists will

usually play many different instruments in one piece of music.

percussion instruments

kettledrum

bass drum

Fun PIANO Facts: - The piano is a member of the

percussion family because the strings are struck by felt-covered hammers when the keys are pressed.

- Originally called pianoforte which means “soft/loud”, because it could play quietly and with great volume.

- The modern concert piano usually has 3 pedals: the soft pedal, sostenuto pedal, and the sustaining pedal.

More Fun PERCUSSION Facts: - The bass drum usually stands upright and is played from the side

with a soft-headed mallet. - The snare drum is mounted horizontally on a stand and is played

from above with a pair of thin wood drum sticks. - There are so many different types of percussion instruments that

they can perform together in a percussion ensemble.

bongos

cymbals

snare drum

Strings Family The string family consists of the violin, viola, cello, and double bass. They all have the same basic shape, but are very different in size and tone color. they each have four strings, are made of wood and are played by drawing a bow across the strings or by plucking the strings with the fingers (known as pizzicato). String instruments also come in smaller sizes, so that children can learn to play them without straining to hold or play the instrument. There are often as many as 40-60 string musicians in an orchestra, making it the largest group in the orchestra.

Fun HARP Facts: - The harp is a member of the string family

and is known for the flourish of sound it can create.

- The modern harp has the largest range of all orchestra instruments, which is created by the use of its 47 strings.

- The strings of a harp are plucked or strummed by the harpist.

- The characteristically sweeping motion of playing notes consecutively gives rise to the term arpeggio (from arpa), which is the Italian word for harp.

Fun STRING Facts: - The violin first appeared in Italy in about 1550. - The violin’s body is made from different types of food

that vibrate, creating a resonance that produces sound. - The viola was part of the string family by the 1500s, but

was not called a viola. By the 1700s, it was called the viola da brazzo, but has since been shortened to viola.

- The size of the cello fluctuated in the 1500s and 1600s. Antonio Stradivari developed a pattern for cellos to be made which is close to its current size today.

- The cello is held vertically, with its neck leaning against the musician’s shoulder.

- It was not until the late 1800s that most cellos contained end pins, which are at the bottom of cellos and hold up the instrument while it is played.

- The double bass was once called the violone, and was even larger than the ones used in orchestras today.

harp

Make Your Own Instruments 1) Rubber Band Activity Have your students create a rubber rock band!What You Will Need:

• A large empty butter tub or a metal coffee can • Stickers • Markers • An abundance of rubber bands • An empty tissue box 1. Decorate the tubs with stickers and markers. Stretch 5-7 rubber bands around the

container so that they go over the open end. 2. Practice plucking the rubber bands! Have your students listen to how the rubber band

makes a high-pitched sound when pulled brightly across the top of the tub. The pitch sound deeper when you loosen the rubber band.

3. Have students put the rubber bands over the tissue box and compare the change in sound. Have students describe the change in sound quality (timbre).

2) Make Your Own Instruments What You Will Need:

• Newspapers • 5-7 empty glass bottles • Water • Permanent marker • Food color (Optional) 1. Have students practice making tones on the bottles by blowing across the top of the

glass bottles at a 45° angle, like a flute. 2. Spread out newspapers. 3. Fill bottles with different levels of water. You can try tuning the bottles to specific

pitches. 4. Arrange the bottles from left to right, low notes to high notes. Students can now begin

playing simple songs. 5. When you find pitches you like or that make a song, mark the water level on the side of

the bottle with a marker. Food coloring is a great way to make the notes come alive.

FOLLOW-UP ACTIVITIES After the Concert:

• Discuss the students’ impression of the music and the concert. For questions, contact Amy Williams at 805-898-8785 or amy@thesymphony.org.

• Encourage students to listen to classical music on KDB 93.7 FM, and to listen for orchestra music in cartoons and movies.

Special Thanks Santa Barbara Symphony Staff

David Pratt……………………………………………………………………..Executive Director Susan Anderson……………………………………………………………….General Manager Pamela Perkins-Dwyer………………………………………………..Director of Development Amy Williams …………………………… Director of Education & Community Engagement Stephanie Kao……………………………………………………………….Marketing Manager Isabel Dickinson……………………………………………………Administration Coordinator Rey Canseco……………………………………………………………..Development Assistant Terry Li …………………………………………….………….…… Patron Services Coordinator

Board of Directors 2015-2016 Executive Committee

Arthur G. Swalley, President David Chernof, M.D., Vice President

Brett C. Moore, Treasurer Jon Greenleaf, Secretary

Stephen Erickson, Counsel Nancy Golden, Development Chair

Stefan Riesenfeld*, Member-at-Large Susan M. Spector, Member-at-Large

2015-2016 Directors Mikki Andina

Gayle Beebe, Ph.D. Marlyn Bernard Bernstein

Mashey Bernstein Diane Calvert

Patricia Gregory Christopher D. Harris

Art Kvaas Richard Meyers, Ph.D.

Peter Schauer Howard Simon

Gene Sinser Howard Jay Smith Cynthia Stephens