Primary Concerts: A Family for Baby Grand

March 10 & 11, 2009 Michael Butterman, conductor (The Louise & Henry Epstein Family Chair)

DeFalla – Ritual Firedance

Bach – Brandenburg Concerto No. 5, Movement I

Tchaikovsky – From the Nutcracker Suite: "Dance of the Sugar Plum Fairy"

Brad Ross – A Family for Baby Grand

Funded by the City of Rochester, Robert J. Duffy, Mayor

“The Ritual Fire Dance” from El Amor Brujo Manuel De Falla (1876-1946)

NYS Standards: Standard 1: Creating, Performing, and Participating in the Arts Standard 3: Responding to and Analyzing Works of Art Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Objective: Students will gain an understanding about families of instruments.. Materials: “Instruments in The Ritual Fire Dance” worksheet, writing utensils, scissors, glue, recording of The Ritual Fire Dance(optional) Vocabulary: Composer, Composition, Ballet Process: Introduce students to new vocabulary: Composer: a person who writes music Composition: a piece of music About the Composer T: “Manuel de Falla was born in the town of Cadiz, on the southern coast of Spain. This part of Spain is called Andalusia. Many years ago, gypsies settled there after travelling great distances from central Europe. This is why the folk music of Andalusia often has the colorful sounds of Spanish gypsy music.

“De Falla became very interested in this folk music. Sometimes in his compositions, he used the exciting rhythms of Spanish songs and dances, but he usually made up all the tunes himself.” Questions for Comprehension Ask students the following:

1) Who is Manuel de Falla and where does he come from? 2) Why did de Falla use sounds from gypsy music?

About the Piece T: “The Ritual Fire Dance is the most exciting part of a ballet called Love, the Magician. The music for this ballet was written by a Spanish composer called Manuel de Falla.” Invite students to share what they know about ballet, then continue with:

T: “A ballet is a story which is set to music, and then danced. Usually, when someone tells you a story, they use words to tell you what happens, but in a ballet, no words are spoken at all. Instead, the story is told through the dancing, and the music. “De Falla's ballet called Love, the Magician takes place in Spain. It tells a story about Spanish gypsy folk. It is also about a ghost! Falla's ballet tells the story of a beautiful young gypsy girl called Candélas. Her husband has recently died, but Candélas is far from unhappy about this, since he was often very cruel to her. Besides, she has now fallen in love with a handsome young gypsy named Carmelo. Unfortunately, each time the lovers meet, Candélas is haunted by the jealous ghost of her dead husband.

“Candélas and Carmelo decide upon a plan. They will try to get rid of the ghost by means of witchcraft and magic. Midnight will be the best time and all their gypsy friends must help them. This is what will happen:

“At midnight, all the gypsies must make a large circle around the fire which burns in the

center of the gypsy camp. Inside this circle, Candélas will perform the mysterious Ritual Fire Dance. This will cause the ghost to appear, and then she will make him dance with her. Faster and faster they will whirl, round and round the fire until, by the magic of the Ritual Fire Dance, he will be drawn into the flames, and vanish forever.” Questions for Comprehension Ask students the following:

3) Where does the title, “The Ritual Fire Dance,” come from? 4) Who are the main characters in Falla’s ballet Love, the Magician? 5) Why do Candélas and Carmelo make a plan and what is it?

About the Music Explain the different sections of the piece: T: “The music opens with lots of mysterious buzzing sounds, which rise and fall. The dance begins to weave its magic. The first tune is played by an oboe and then by the violins. The buzzing sounds are heard again. They are followed by a soft drumming rhythm. Then suddenly a new tune is played, first very loudly by the horns, then very quietly by a flute. The third tune is played by violins, with a rhythm crashed out on the timpani.” Activity Have students complete the “Instruments in The Ritual Fire Dance” worksheet Extensions: If you are able to find a recording, write an outline of the musical sections on a chalkboard. Then as you play the recording for your students, point to the appropriate section so students can follow along. You could also assign different motions to each section. Then, when the students hear the new section, they can change their motion accordingly.

Name: ___________________

Instruments in “The Ritual Fire Dance” Which instruments are these? Each of them plays an important part in the music of The Ritual Fire Dance. Draw a line to match the picture of the instrument to its correct name.

A) FRENCH HORN

B) TIMPANI

C) OBOE

D) TRUMPET

E) VIOLIN

Name: ___________________ Cut out and glue the instruments in the correct places.

1) Which instrument belongs to the string section of the orchestra?

2) Which instrument is a percussion instrument?

3) Which TWO instruments belong to the same section of the orchestra?

4) Which instrument is a woodwind instrument with a double reed?

Brandenburg Concerto No. 5 in D Major, BWV 1050 – movement I Johann Sebastian Bach (1685-1750)

NYS Standards: Standard 1: Creating, Performing, and Participating in the Arts Standard 3: Responding to and Analyzing Works of Art Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Objective: Students will learn about the composer and piece, as well as gain practice visually recognizing the different instruments in an orchestra. Materials: “My Little Book of Instruments” worksheet, scissors, stapler Vocabulary: Baroque, Concerto, Chamber Orchestra, Harpsichord, Cadenza Process: Review vocabulary with students: Baroque music: music written between 1600-1750 Concerto: piece for a solo instrument and orchestra Chamber orchestra: small orchestra, group of instrumentalists Harpsichord: an instrument, similar in shape to a piano, where the strings are plucked when the keys are pressed Cadenza: a showy solo passage near the end of a piece or movement Johann Sebastian Bach Life and Career T: “Johann Sebastian Bach is known as one of the greatest composers in history. He lived from 1685-1750, during the Baroque era. Bach was a German composer, organist and teacher.

“Bach was born in 1685 in Eisenach, Germany and came from a very large family of musicians. Many of his relatives played instruments, wrote music and worked as church musicians. Bach’s musical talent was discovered when he was very young, and he was fortunate to have many great music teachers in his family. His father taught him how to play the violin and harpsichord and his brother and uncles also gave him music lessons.” T: “Bach wrote a lot of music throughout his lifetime. He composed in many different musical forms for many different groups of instruments. Bach is very famous for composing the Brandenburg Concertos. Today, the word concerto means a piece for a solo instrument and orchestra. Concertos often show off the amazing skills of a musician. In the Baroque era, the word concerto often referred to a piece of music written for a group of instruments . . . even an entire orchestra! Bach is well known for writing music in this style. A wealthy man from

Brandenburg hired Bach to write six concertos for a chamber orchestra. They are known as the Brandenburg Concertos. Each concerto was written for a different combination of instruments including violins, violas, cellos, basses, flutes, oboes, trumpets, french horns and harpsichord.” Question for Comprehension Ask students the following:

1) What is the difference between a baroque concerto and a concerto written today?

“Bach’s Brandenburg Concerto No. 5 features the flute, violin, and harpsichord. The concerto shows off the qualities of a fine harpsichord and the skill of its player, especially in the long solo cadenza to the first movement. Because Bach was so talented at playing the harpsichord, many people believe he actually played the premiere of the piece himself!” Question for Comprehension Ask students the following:

1) How is a harpsichord different from a piano? Activity Have students cut out the squares on the “My Little Book of Instruments” worksheet. Using the pictures of the instruments, students can pair up to play a memory/matching game. To play the game:

First, students need to combine their set of instrument cards. Then they must shuffle the cards and lay them face down in a grid. On each turn, a player turns over two cards (one at a time) and keeps them if they match instruments. If they successfully match a pair of instruments, that player also gets to take another turn. When a player turns over two cards that do not match instruments, those cards are turned face down again and it becomes the next player’s turn. Whoever has the most sets of matching cards wins. When the game is over, make sure each student has their original set of instrument cards. Then ask them to create a mini-book by stapling all of the cards from the sheet together (an option is to have them group the instruments by families before they staple their books). Make sure to help students fill in the “my favorite instrument” card! Extensions: If you have a recording of Bach’s Brandenburg Concerto No. 5, divide classroom into three groups. Each group represents one of the featured instruments (flute, violin, harpsichord). Instruct students to stand/raise their hand/dance when they hear their instrument being played.

My Little Book of

Instruments

BABY GRAND

OBOE

FRENCH HORN FLUTE

TRUMPET

CELLO

TIMPANI

TROMBONE

XYLOPHONE BASSOON

VIOLIN

BASS

CLARINET

VIOLA

MY FAVORITE INSTRUMENT

IS THE

_______________

“Dance of the Sugar Plum Fairy” from The Nutcracker Piotr Ilyich Tchaikovsky (1840-1893) A. Standards: National Standards

6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

NYS Arts Standards 3. Students will respond critically to a variety of works in the arts, connecting the

individual work to other works and to other aspects of human endeavor and thought. Music: Demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Dance: Express through written and oral language their understanding, interpretation, and evaluation of dances they see, do, and read about. Students will acquire the critical vocabulary to talk and write about a variety of dance forms B. Objective(s): Students will be able to:

• Identify a celeste. • Show and tell how music can be used to tell a story • Identify the piece, “Dance of the Sugar Plum Fairy” by P.I. Tchaikovsky

C. Materials

• CD player, RPO recording of “Dance of the Sugar Plum Fairy,” Fantasia (Disney, 1940), celesta information sheet, Tchaikovsky information sheet, worksheet (or book) version of The Nutcracker, Angelina on Stage (optional)

D. Procedures: Day 1

1. Students listen to “Dance of the Sugar Plum Fairy” a. Discuss where students may have heard this piece before

2. Second listening: students try to identify the new instrument used in the melody and describe it using pairs of words (high/low, loud/soft, rough/smooth, etc.)

3. Students identify mood, tempo, dynamics and instrumentation 4. Teacher introduces celesta and composer (see attached information sheet) 5. Students listen again, raising their hands every time they hear the celesta

Day 2 1. Listen once more to “Dance of the Sugar Plum Fairy,” identifying the celesta along with

any other instruments present. 2. Teacher tells students that this piece of music is meant to tell a story through dance 3. Teacher explains that many pieces of music are meant to tell a story.

a. “Have any of you heard a piece of music that helps to tell a story?” 4. Class listens again to “Dance of the Sugar Plum Fairy,” moving their bodies to match the

music to get ideas for what kind of story might fit with this music. 5. Using their improvised movements, the class brainstorms a story based on musical

characteristics identified in previous listenings: tempo, dynamics, mood, etc. 6. Class creates a dance/pantomime based on their story set to the music.

a. Teacher continues to play the music as students create their dance 7. Class performs their story-dance.

Day 3

1. Students view Fantasia (1940) for Walt Disney’s interpretation of “The Nutcracker Suite”

2. Students summarize this story and identify the “Dance of the Sugar Plum Fairy” within the larger suite.

3. Using a T-chart, students will compare and contrast their story with the Disney version 4. Teacher then reads students the real story of The Nutcracker.

a. Teacher may use included brief synopsis of the ballet or one of the many illustrated story versions available through their school or public library system.

5. Students compare and contrast the real version with the previous two they had discussed. E. Expansion: Day 4

1. Discuss job of a ballet dancer and their role in The Nutcracker 2. Read Angelina on Stage (Holabird/ill. Craig)

a. This is a classic children’s story of a young mouse ballerina’s experience being in a Nutcracker-like performance at holiday time

3. Use story and its detailed illustrations to discuss different things that occur at a ballet as well as similarities to what the students will see at the Eastman Theatre

FAST FACTS Looks Like: A little piano Sounds Like: A glockenspiel Instrument Family: Percussion First built: France, 1896 Listen On the Web: The Celesta: http://www.npr.org/templates/story/story.php?storyId=1568920

Did You Know?

• Tchaikovsky is known as the first big composer to use the celesta in his compositions

• The celesta (or “celeste”) got its name from the word “celestial,” which means “heavenly”

• The celesta is the main instrument in the theme from the Harry Potter movies

• It is also used sometimes in jazz music

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Lesson Plan forThe Nutcracker Ballet

Discussion:Tell students that the Nutcracker Ballet is now an annual holiday event in communities acrossthe country. Ask whether any child has ever seen the ballet performed or whether they knowanyone who has danced in a performance.

Read:Read the �Tale of The Nutcracker and the History of the Ballet� from page 2. Ask if anyone hasever had a dream. Can they remember their dream?

Listen and Participate:Using a CD, play a portion of The Waltz of the Flowers from Tchaikovsky�s Nutcracker Suite.Have the children close their eyes and listen carefully to the music. Then ask them to movetheir hands in time to the music.

Dance and Pretend:Play portions of the music again and have the children move around the room pretending thatthey are flowers. Show them a basic waltz step as they move in time to the music. Encouragethem to twirl and hold their arms out like ballet dancers.

Make a Craft:Have each class member make a Miniature Pine Cone Tree and decorate it as described onpage 3. If available, arrange small figures to represent the nutcracker and the sugar plum fairyor family members around the tree.

Reflect:Ask what the children liked best about the music. Ask if they would sometime like to dance ina ballet troop if there is a performance of the Nutcracker Ballet in your area.

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The tale of the Nutcracker was the source for a balletset to Tchaikovsky�s music in 1892. A short version ofthe ballet was first performed in the United States in1940, but the full version, the one so familiar to mil-lions of Americans, was first staged in 1954. It is nowan annual holiday event in communities across the coun-try.

The Nutcracker Ballet tells the story of a little girlnamed Clara who, at her family�s annual Christmas Eveparty, is given a doll, a prince, by her beloved godfa-ther, Drosselmeier. The doll is made from a nutcrackerand Clara loves it so much that after everyone has goneto bed, she sneaks back down to the Christmas tree tolook at it. She falls asleep and begins to dream.

In her dream she finds her Prince, the Nutcracker, whocomes to save her from an army of mice and their King,who tries to kidnap her to his kingdom. The Mouse Kingnearly defeats the Nutcracker, but at the last momentClara throws her shoe at the Mouse King and that is theend of him. The Nutcracker Prince then leads Clara off

to visit his palace. On the way they pass first throughthe magical land of the Snow Queen and her Snow-flakes, and then the Land of Sweets, where they aremet by the Sugar Plum Fairy, who stages a series ofdances for them, ending with the Waltz of the Flowers.

But all wonderful dreams must end, and Clara awak-ens under her Christmas tree on Christmas morning sur-rounded by friends and family.

The Tale of The Nutcracker and the History of the Ballet

Miniature Pine Cone Tree above:Instructions and materials list is on page 3.

Nutcracker and Sugar Plum Fairy Dolls:Instructions and a list of materials for makingthe clothespin dolls is published byFunLessonPlans.com in the e-booklet, WinterWonder Theme Week

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Tree: Fill a 1-1/2� lid from a large juice bottlewith modeling clay of the kind that never dries.Turn a pine cone upside down and stick it firmlyupright into the modeling clay.

Decorations: Squeeze white glue out andallow it to grow tacky. Use a toothpick to putglue on the tips of the pine cone. Add sparklybeads and sequins, or sprinkle with glitter.

Frosting: Pine Cone Trees can also be frostedwith a mixture of aerosol shaving cream andwhite glue mixed in equal parts. The mixturewill dry with a smooth glossy finish.

Dolls: If available, arrange small figures torepresent the nutcracker and the sugar plumfairy or family members around the tree.

Materials for Tree: Pine cones, lids, modelingclay, glue, toothpicks, beads, glitter, or aerosolshaving cream mixed with white glue.

How to Make the Miniature Pine Cone Treefor

Nutcracker and Sugar Plum Fairy Dolls

A Family for Baby Grand Music by Brad Ross – Story by Sharon Dennis Wyeth

NYS Standards: Standard 1: Creating, Performing, and Participating in the Arts Standard 3: Responding to and Analyzing Works of Art Objective: The students will gain an understanding of the different components of an orchestra, including the piano. Materials: none Vocabulary: Baby Grand, Indispensable Process: What Happens at the Concert? This concert tells the story of Baby Grand through dramatic narration and music performed by an orchestra of approximately 25 members. Read the following synopsis to your students: T: “Once upon a time two pianos, Mama Grand and her little girl, Baby, lived in an antique store. There they lived with many old things like tables, chairs, and lamps. One day Baby Grand was sold to two young musicians who needed a piano for their orchestra.

“Mama Grand was excited that Baby would play with an orchestra. Mama told Baby about all the members of the orchestra that would become Baby’s new family. Before Baby left, Mama reminded her that an orchestra cannot get along without a piano – pianos are indispensable! Baby felt important.

“Later that day piano movers loaded Baby onto a cart (called a dolly), wheeled her out of the store, and put her on a big truck. Here Baby Grand met some other instruments in the orchestra – members of her new family! That afternoon she met her other new family members and enjoyed playing with them in a big concert.” Review vocabulary with students Baby Grand – a grand piano is a large, wing-shaped piano with three legs; a baby grand is a small grand piano Indispensable – absolutely necessary Activity – What is Indispensable? T: “In the story, Mama Grand tells Baby that pianos are ‘indispensable’ to an orchestra. What does she mean by indispensable?”

Invite students to talk about their responses to the following:

• Who is indispensable to you? Why? • What is indispensable to you? Why?

The Piano How the Piano Got its Name T: “The piano’s name in Italian is piano-forte, which means soft-loud. When it was invented around 1700, it was the only keyboard instrument that allowed musicians to control such a wide range of loudness and softness with just the touch of their fingers. As a result, the piano became popular and remains so today.” How the Piano Makes Sound Invite students to share what they know about how a piano makes sound. Then explain, T: “When a piano key is pressed down it causes a felt-covered wooden hammer to strike metal strings inside the piano. The strings vibrate back and forth, making the sound. The strings’ vibrations cause the piano’s soundboard to vibrate too, making the sound louder and fuller (resonate). The soundboard is a thin, flat piece of wood inside the piano.” Activity - Understanding Vibration T: “With your wrist relaxed wave your hand quickly next to your ear. You are making vibrations! The sound you hear is made by the vibration of your hand, moving the air.” The Orchestra Invite students to share what they know about the parts of an orchestra. Then confirm or explain, T: “An orchestra is a large musical group made up of four different groups of instruments called families. These families are the strings, woodwinds, brass, and percussion.” Strings Invite students to share what they know about string instruments. Then confirm or explain, T: “String instruments look alike, but come in different sizes. They include the violin, viola (vee-O-luh), cello (CHELL-o), and bass (base). They are made of wood and make sound when a musician draws a bow across the strings or plucks the strings with their fingers.” Woodwinds Invite students to share what they know about how woodwind instruments are played. Then confirm or explain,

T: “Woodwind instruments are long, thin, and made of wood (except for the flute which is made of metal). They make sound when a musician blows ‘wind’ into them. Some woodwinds are blown across a hole at one end; others are blown through a reed (a thin piece of cane) inserted at the top, but not always visible. Some instruments have one reed; some have two reeds.” Brass Invite students to share what they know about how brass instruments are played. Then confirm or explain, T: “Brass instruments are made of brass - a shiny, yellowish metal. They make sound when musicians buzz their lips and blow air into the instruments’ small, cup-shaped mouthpiece. When the sound comes out through its large bell-shaped hole, it is very loud!” Percussion Invite students to share what they know about percussion instruments. Then confirm or explain, T: “Percussion instruments are played by striking the instrument with a hand, stick, or mallet. Drums, cymbals, and chimes are examples of percussion instruments.” The Conductor Invite students to share what they know about how a conductor leads the orchestra. Then confirm or explain, T: “A conductor keeps the orchestra together by moving a thin stick called a baton (buh-TAHN) along with the beat of the music.” A Good Audience Help students understand their important role when attending a concert. Read and discuss the following: T: “At a concert, you are the audience. Being an audience member at a concert is different from watching movies and television or listening to the radio. At a concert, the performers are in the same room with you. To be a good audience member you need to watch and listen carefully. Also, you need to be quiet so that the musicians can concentrate and do their best. Being quiet will also help other audience members hear every note and every word.

“In A Family for Baby Grand, watch how the conductor leads the orchestra. Listen carefully for the sound of each instrument Baby Grand meets.

“If you enjoy the concert, clap when it ends. To know when the concert ends, listen and watch for two clues: 1) the music stops and 2) the conductor lowers his hands.” Extensions: Play recorded examples and help students identify the different families of instruments of the orchestra. A recording of A Family for Baby Grand is available upon request.