Upload
montalvoarts
View
220
Download
0
Embed Size (px)
Citation preview
8/8/2019 Study Guide: Quinteto Latino
1/20
1
QUINTETOLATINOWINDQUINTETKyleBruckmann,oboe DianeGrubbe,flute ShawnJones,bassoon LeslieTagorda,clarinet
ArmandoCastellano,FounderandDirector,Frenchhorn
Everycountryhasitsownsounds,rhythms,instruments,songsanddance.
Musichelpsusunderstandthepeoplewhomakeit,eveniftheylivefaraway.Ali
JoinQuintetoLatinoforaveryspecialtrip
aroundtheworldthroughthejoyfuland
colorfulmusicofLatinAmericaandbeyond.
QuintetoLatinosharetheirmusicalcultural
rootsandstoriesthroughtheworksoffolkloric
andcontemporarymasters,connecting
studentswiththemselves,oneanotherandthe
worldcommunity.Throughmovement,gesture
andfocusedlisteningstrategies,studentsgain
anunderstandingofmusicalideasand
conceptswhilelearningaboutbuilding
communityoutofrichdiversityandhavelots
offunalongtheway!Studentswillenjoymusic
makingasthepercussionsectioninthis
highlyinteractivepresentationofNuestras
RacesdeMsica.
REPERTOIRE
GyrgiLigetiBagatelle(short,funpieceofmusic)
b.Romania,(19232006)JosLuisHurtado(Arr.)SondelaBruja(SongoftheWitch)Traditionalfolksong,Mexico,contemporarycomposerandpian
AstorPiazzollaLibertango(FreedomTango)Calambre(Spasm)Argentina,composerandbandoneonplayer
(19211992)
CarmenMelendezRomero(Arr.)SonesdeBetaza(SongsfromBetaza)Mexico,contemporarycomposerandflutistGeorgeFriedrichHndelHornpipefromWaterMusic,b.GermanyworkedinEngland(16851759)
BillyStrayhornTaketheATrain,USA;Americanjazzcomposer,arrangerandpianist(19151967)QueenLiliuokalani-AlohaOe(FarewelltoThee)Hawaii;las
reigningHawaiianmonarch;(18381917)Siyahamba(MarchingSong),Traditional,AfricaWolfgangAmadeusMozartTurkishMarch,Austria(17561791)
JarabeTapatoTraditionalfolksong(MexicanHatDance)
CONTACT:ArmandoCastellano|650.704.2949;armandocastellano@quintetolatino.orgForsoundclipsandmoreinformationvisit:http://quintetolatino.org/
CheckoutQuintetoLatinoonYouTubehttp://www.youtube.com/watch?v=HkXq8co9nY&NR=1
QuintetoLatino,awindquintetspecializingintheinterpretationofLatin
Americanclassicalandcontemporary
music,wasfoundedin2001byFrench
hornistArmandoCastellano.These
passionateartistsandenthusiastic
educatorshavededicatedthemselvesto
performingwithworld-classartistryin
communitiesnottraditionallyservedbyclassicalmusicians.Bychampioning
youngandlesser-knowncomposersof
LatinAmericanandCaribbeanheritage,
QuintetoLatinoseekstoexpandthe
boundariesofclassicalmusic,reachnew
audiences,andinspirenewgenerationsof
8/8/2019 Study Guide: Quinteto Latino
2/20
2
CaliforniaInstructionalStandardsAlignmentandConnectionsforGradesK-6:
VISUALANDPERFORMINGARTSMUSIC
ArtisticPerceptionGr.K1.2Identifyanddescribebasicelementsinmusic(high/low;fast/slow;loud/soft;beat).
Gr.31.4Identifyvisuallyandaurallythe4familiesoforchestralinstruments.
Gr.31.5Describethewayinwhichsoundismadeonvariousinstruments.
AestheticValuing *Gr.14.1Createmovementstomusicthatreflectfocusedlistening.
*Gr.34.3Describehowspecificmusicalelementscommunicateparticularideasormoodsinmusic.
Historical/CulturalContextGr.13.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periodsand
styles(rhythm,melody,form).
HISTORY/SOCIALSCIENCE
Gr.11.5.1StudentsdescribethehumancharacteristicsoffamiliarplacesandthevariedbackgroundsofAmerican
citizensandresidentsinthoseplaces
Gr.22.2Studentsdemonstratemapskillsbydescribingtheabsoluteandrelativelocationsofpeople,placesandenvironments.
Gr.62.0Studentsconstructvarioustimelinesofkeyevents,peopleandperiodsofthehistoricaleratheyare
INSIDETHISGUIDE:
CaliforniaInstructionalStandardsandConnectionsGr.K6 p.2
Vocabulary p.3
BeforethePerformance p.4
Audiencebehavior Minilesson:Introducingthewindinstruments Focusedlisteningskillsandstrategies
AfterthePerformance p.7
Moreexplorationsoftimbre/tonecolor p.79Otherconnections:
VisualArt p.10
SocialScience/Geography p.11
Resources p.13
ActivtiesSheets SupplementWindinstruments,communitymusicmap,world/countrymaps
ANOTETOTEACHERSANDPARENTS:
TheQuintetoLatinoperformance,accompanyingactivitiesandmaterialsinthisguidehavebeendevelopedinalignmentwith
theCaliforniainstructionalstandardsidentifiedintheoppositecolumn.Activitiesawellasinstructionalmaterialsmaybereadily
adaptedforvariousgradeand/orstudent
abilitylevels,K6.Activitiesmaybedonebeforeoraftertheperformanceasappropriate.
8/8/2019 Study Guide: Quinteto Latino
3/20
3
VocabularyMusic
windquintet
woodwindFamily
brassFamilyflute
oboe
clarinet
Frenchhorn
bassoon
timbre
rhythm
tango
folksongs
LatinAmerica
community
Romania
Mexico
Hawaii
Africa
Argentina
Germany
Spanishlanguage
Buenastardes!Goodafternoon
BuenosDias!Goodmorning
QuintetoLatino5musicians(Quintet)LatinoPeopleorthingsthatcomefromLatinAmerica
Bienvenidos!Welcome
quinteto(cincomsicos)quintet:fivemusicians
laflautaflute
elflautnpiccolo
eloboeoboe
elfagotbassoon
elclarineteclarinet
elcornofancsFrenchhorn
Wordsformusicinotherlanguages
muziki(Swahili)
Muzik(German)
mele;pilahookani(Hawaiian)
msica(Spanish)
8/8/2019 Study Guide: Quinteto Latino
4/20
4
BEFORETHEPERFORMANCE
Afriendlywordaboutaudience behaviorQuintetoLatinoassembliesarehighlyaccessible,friendlyandofferyoungconcertgoersampleparticipatio
opportunities.Nevertheless,itsusefultoobservecertainrulesandbehaviorsduringtheperformance.Thiswillcontributetoamoregratifyingandenjoyableexperienceforeveryoneinvolvedstudents,teachers,andmusiciansalike!
Makebehaviorexpectationsandconsequencesclear.Forexample,studentsarenotallowedtoruninthetheatre,chewgumortalktoeachotherduringtheperformance.Maketheserulesexplicittostudents.Role
playinghowtobehave,especiallyhowtouseappropriateaudienceetiquetteisworthwhile.
SitquietlyandLISTENduringaperformance.Donottalkorfidgetwiththeprogramsorotheritems.
Turnoffcellphones,pagersandotherthingsthatbeeporotherwisemakenoise.
Donotgetupandleaveduringapieceunlessit'sanemergencyortoremoveanunrulychild.Waituntilthepiecebeingperformedhasbeenfinished.Doingotherwiseisdisrespectfultotheperformers.
Cameraswithflashbulbsshouldnotbeusedastheflashcantemporarilyblindthoseonstage.
Catcallsandbooingarerudeandstrictlynotallowed.
Warmapplauseattheendofperformingapieceisalwayswelcomed!
AdaptedfromTipsonAudienceEtiquettebyKimJ.Teal
http://kjt.glis.net/tealflutestudio/Etiquette.htmlFocusedListeningSkills-StrategiesWehaveatendencytodisdainthestrangeortheunfamiliar.Musicisapowerfultooltostretchtheconceptofthefamiliarandserveasavehicleforteachingtolerance,flexibility,andrespectfordiversity.Thiscan
beginwithstudentsdiscussinghowmusicisanexpressionofourhumanityandcultureandawayofexpressingandunderstandingourselves.
Asimplebutpowerfulstrategyforcultivatingopenness,expandingmusicaltaste,aswellasstrengtheningcapacityforartisticperceptionincludesguidingstudentsto
Listenwithapurpose,e.g.,toidentifyinstrumentstheyhear,voices,thebeat,musicalelements,stylgenreetc.
Describewhattheyhearwithoutevaluatingitforpreferences Listentopiecesseveraltimes(atleastthree,withdifferentpurposes)tofamiliarizethemselveswith
it
Experiencethepiece,(orselectedexcerpt)asawholetobeenjoyedandnotsolelyasanobjectofstudy
Usingthisapproach,studentscanbeguidedtocultivatetheircapacitytosustainattention,focusand
concentration.Followingareactivitiesthatelaborateontheapproach.
8/8/2019 Study Guide: Quinteto Latino
5/20
5
Listening with a purpose
Listeninggoesbeyondhearing;listeningisaboutunderstanding.Therichnessofmusicoffersmuchtobeunderstood.Deeperlisteningcanbedevelopedthroughdiscussionsthatfocusonimportantdetails.
Providingstudentswithapurposetoguidetheirlisteninggoesalongwaytowardaddressinganypotentiaproblemswithaudienceetiquette;moreimportantly,itdeepensstudentaccesstothelearningexperience
offeredbythepresentation.
IntroducingthewindquintetinstrumentsMinilessonoutline
Studentsexaminepicturesofinstrumentsandlistentorecordingsofeach. Focusontheinstrumentvoicestoseewhatyounotice. Studentsshareout:
- Howdoesthesoundoftheseinstrumentvoicesmakeyoufeel?- Whatdoesthesoundoftheseinstrumentsmakeyouthinkof?
Generatevocabularyusingthequestionsaboveandcapturewordsonawordwallforstudentswharereadytogeneratearicherormoreadvanceddescriptivevocabulary,assignoverusedorminimallydescriptivewords,suchashappy,sad,fastslow,totheGraveyard
Holdstudentsaccountableforevidencefortheirideaswithfollowupquestionssuchas:- Whatmakesyouthinkthat?Whydoyouthinkso?
EXTENSION
Developtheconceptofhowsoundsexpressemotions.Askstudentstomakesoundsthataretired,happy,fearful,surprisedormysterious.Theycanlistentoaninstrumentoftheirchoicetohearhowthatinstrumentexpressesthoseandotheremotionsinthemusic.
Toheartheindividualvoicesoftheinstruments(inanelectronicversion),youcanvisitthewebsite,
SFSKidsFunwithMusic.ClickonInstrumentsoftheorchestrawoodwinds(fortheFrenchhornclickon
brass).http://www.sfskids.org/templates/home.asp?pageid=1
Youcanalsolistentorecordingsofwindquintetmusic,suchastheImaniWindsrecordingentitledThe
ClassicalUnderground,featuringoriginalcompositionsandworksbyLatinAmericancomposers.
StudentscanworkwiththeInstrumentsoftheWindQuintetactivitysheet(foundintheActivities
Sheetssectionofthestudyguide)astheypreparefortheperformance.
Wind Quintet = TIMBRE!
Thevoicesofthewoodwindquintetareparticularlydistinctiveandconveycharacter,emotionandmoodthroughtheirrichpaletteoftonecolor.Listeningtomusicmadebythewoodwindquintetoffersan
opportunityforarichexplorationofcolorortimbre.Timbre(pronouncedTAMber)isthebasicelemenofmusicthatdescribestheaspectsofamusicalsoundthatdonothaveanythingtodowiththesounds
pitch,loudnessorlength.Ifafluteplaysanote,andthenanoboeplaysthesamenote,forthesamelengtho
time,atthesameloudness,youcantellthedifferencebetweenthesounds,becauseaflutesoundsdifferent
fromanoboe.Thedifferenceisinthetimbreofthesounds.Youcanthinkofitasthegeneralsoundonewouldexpectofatypeofinstrument.(CatherineSchmidtJones,Timbre:theColorofMusic)
8/8/2019 Study Guide: Quinteto Latino
6/20
6
Thefollowingpromptsmaybeusedforpurposefullisteningofarecordingbeforetheperformance,orthey
canbeassignedtostudentstoprovideapurposeforlisteningastheygointotheQuintetoLatinoperformance.
Scaffoldingexplorationsoftimbre
Eachinstrumentchosentobeinapiecehasareasonforbeingtherethataddstowhatthecomposeris
tryingtocommunicatewithinthework.
Studentscanchoosetopayspecialattentiontothetimbreofoneparticularinstrumentofthewindquintet.Askthestudentstonoteastheylisten:
- Whendoestheinstrumentgetachancetoshowoff?- Whathappenstothemusicwhenthevoiceofthatinstrumentcomesintothemusic?- Whathappenswhenthatvoiceismissingfromthemusic?
Whathappenswhenthedifferentinstrumentsplaythesamemusicalphrase?Howdoesthecharacterofthephrasechange?*
*ListenforthisinAstorPIazzollasCalambre,whichiscomposedasafugue.Afugueisaspecialtypeof
musicwhereeachindividualmusicalvoicehasachancetoadditsvoicetothegrouponeatatime.Eachinstrumentaddsitsvoicebytakingturnsplayingthesubjectphraseortune(melody).
Preparing to meet the musicians - generating questionsStudentscantakeamomenttoreflectuponandnotetheirresponsestothefollowingquestions:
Doyouplayorwouldyouliketoplayaninstrument?Ifso,which? Whatmusician(orotherartist)wouldyouliketomeet?Whatthreequestionswouldyouaskthis
person? Whatwouldyouliketoknowmoreaboutorbeabletodoinmusic(orinanotherartform)?
Encouragestudentstobringatleastonequestiontotheperformancethattheymightbewillingtoaskthe
musicians.
EXTENSIONANDFURTHERDISCUSSION
QuintetoLatinoisawoodwindquintet.Thewoodwindquintetisasmallchamberensemble.Often,chambeensemblesdonothaveconductorsstandinginfrontofthegroup,asorchestrasdo.Howdothemusicians
knowwhentoplay?Howdoesthegroupofmusiciansdecidewhentoplay?Whatisyourhypothesis?Seei
yourhypothesisiscorrectwhenyouexperiencetheperformance.Aftertheperformance,askthemusicians
questionstoseeifyourhypothesisiscorrect. Whatskillsareneededtobeasuccessfulmemberofamusicalensemble?(leading,following,
listeningandresponding,takingturns)Howaretheseskillsliketheskillsyouneedtobeagoodmemberofasportsteam?Yourclass?Yourschool?Yourcommunity?
8/8/2019 Study Guide: Quinteto Latino
7/20
7
AFTERTHEPERFORMANCEDebriefDiscussion
Whatdidyounoticeabouttheinstruments? Whatdidyounoticeaboutthemusicintheliveperformance? Howdidthemusicmakeyoufeel? Whatfeelingswereexpressedinthemusic? Whereyousurprisedatanypointduringtheperformance? Whatgotyoucurious? Whatisonethingyoucouldfindoutmoreabout? Whatwasthehighpointoftheperformance? Whathaveyoulearnedaboutinlisteningtothismusic?
SAMPLE SENTENCE STEMSIheardthe__________(instrument)______express____(feeling/emotion)___________duringtheperformance.
Itwasinthepiececalled___(titleofthepiece)_______________.The________(instrument)________makesa_(adjective)______________sound.
Thesoundofthe___________(instrument)______makesmethinkof__________________.
MORE TIMBRE ACTIVITIESA. Sound Mini-field trip
1. Studentsgotoclassroomwindowsandlistencloselytothesoundsoutside,OR
2.Studentslistentoschoolandbodysoundsandrhythms;givestudentsasetamountoftimeforthisfocusedlistening.
3. Askstudentstoidentifythesoundstheyheard.4. Studentscanlabelthesoundsasfastorslow,
highorlow.
Followingareadditionalactivitiesfortheexplorationoftheconceptoftimbreinmusicandinotherareasaswell,
includingconnectionswithvisualart.Unlessotherwiseindicated,theseandtheaforementionedactivitiesare
adaptedfrommusicseedstrategiesfoundinClaudiaE.CornettsCreatingMeaningthroughLiteratureandtheArts,FourthEdition.
8/8/2019 Study Guide: Quinteto Latino
8/20
8
MORE TIMBRE ACTIVITIES
B. Guess who?1. Apanelof5studentscomestothefront.Allstudentsclosetheireyes.2. Leadertapsonepanelmemberontheshoulder.Tappedpersonsays,
Whodidthat?loudenoughfortheentireclasstohear.
3. Studentsopentheireyesandguesswhospoke.4. Eachtimeanameisguessed,ask,Howdidyouknow?5. Coachforanswerstodescribetheuniquenessofvoices.6. Youcanrepeattheactivityandhavestudentssing,Whodidthat?Stress
thateachspeakingandsingingvoiceisunique.
C. Name that Instrument (Using a variety of hand percussion/rhythminstruments)1. Labeleachinstrument(e.g.tambourine,shaker,etc.)2. Studentsexperimentwithrhythminstrumentstobecomefamiliarwith
theirsoundqualities.
3. AstudentvolunteerstobeIT.StudentsclosetheireyesasITplaysaninstrument.
4. Studentsguesswhichinstrumentwasplayedandgivereasonsfortheirchoice.
5. Stressthateachinstrumenthasauniquesound,eventhoughsomesoundsimilar.
VARIATION:UseaCDorselectionfromyourIpodfeaturingorchestralinstrumentsorothermusicalinstruments(guitar,banjo,etc.)Olderstudentsor
moreexperiencedstudentswhocanrecognizethetimbreofmostinstrumentsmightenjoyplayingNamethatInstrumentwithapieceofmusicthatfeaturesmanydifferentinstrumentsinquicksuccession.
Piecestotry:
DanznArturoMarquez(SeeFiestaCDinResourceSection)
RodeoAaronCoplandRiteofSpringIgorStravinsky
D. Instrument cards (Using a CD or selection from your Ipod)1. Distributecardswithpicturesofinstrumentsfeaturedintherecordings.2. Askchildrentoholdupthecardthatcorrespondswiththeinstrument
whentheyhearitstimbre.EXTENSION:Havestudentscomeupwithagestureorbodyshapethatexpressesthetimbreoftheselectedinstruments.Youcanhaveadiscussionabouthowthat
gestureorshapeexpressesthetimbreoftheinstrument.Studentsthenperformthegestureorshapewhentheyhearitstimbreinthemusicselection.
8/8/2019 Study Guide: Quinteto Latino
9/20
9
STILL MORE TIMBRE ACTIVITIES
E. ADJECTIVE BLITZ - Language Development/Academic LanguageAdaptedfrom(CatherineSchmidtJones,TimbreActivities)1. Studentslistentoexcerptsfrommusicselectionsfeaturingindividualinstruments.2. Brainstormadjectivesthatdescribethetimbreoftheindividualinstruments.Somewordsthat
musiciansoftenusetodescribetimbreare
bright/darkfull/thinheavy/lightrounded/edgy
warm rich mellow reedy brassy breathy
scratchy intense piercing strident harsh
Ifstudentshavetroublecomingupwithadjectives,youcansuggestsomeoftheabove,butencourag
themtocomeupwiththeirown.Ifstudentsontheirowncomeupwithatimbrewordthatmusicianoftenuse,pointthisout;alsostressthatcomingupwiththeirownwordsisfine,especiallyiftheyar
gooddescriptionsofsound.Oneapproachwouldbetosubstitutetouch,smellortastesensationsfo
color.Aspecifictimbremightremindastudentofasmoothorroughsurface;ofasourorsweetflavor;orofafloweryormuskyscent:silky,smooth,chocolaty,shimmery,muted.
Piecestotry
OrchestralworksbyLatinAmericancomposersfromMexico,Venezuela,ArgentinaandCuba:
ImaniWindsTheClassicalUnderground
GustavoDudamelconductstheSimnBolvarYouthOrchestraofVenezuelaFiesta
Orchestralworksforlisteningforindividualinstrumentsaswellasinstrumentfamilies:
Foryoungerstudents:LemonySnicket.TheComposerIsDead.Childrenspicturebookages5andup;includesCDwithoriginalmusicbyNathanielStookey.
BenjaminBrittenChildrensGuidetotheOrchestra
SergeiProkofievPeterandtheWolfInthisworkaparticularinstrumentisassociatedwithaparticularcharacterinthestory.Beforelisteningtothepiece,studentscanassignaninstrumentto
eachcharacter.Thentheylistentothepieceanddiscoverthecomposerschoiceofinstrument.DISCUSSION:Howdoyourinstrumentchoicescomparewiththecomposerschoiceofinstrumentsrepresentthecharactersinthestory?WhatdoyouthinkofProkofievschoices?
8/8/2019 Study Guide: Quinteto Latino
10/20
10
Music and Visual Art = Timbre and ColorAdaptedfrom(CatherineSchmidtJones,TimbreActivities)CLASSDISCUSSION:askthestudentsiftheypreferblackandwhiteorcolorpictures;whataretheirreason
fortheirchoice?Dotheypreferpictureswithjustonecolororwithmanycolors?Why?Tellthemthatone
thethingsthatmakesmusicmoreinterestingandexcitingissometimescalledcolor.Explainthatthecoloofthesoundiswhatmakesoneinstrumentsounddifferentfromanother.Inmusic,thewordcolorrefersto
thetimbreoftheinstrumentormusic.
Materials:
Recordingsofavarietyofinstrumentalmusic;musiccanfeatureindividualinstruments(e.g.windquintetorotherinstruments).Youcanalsoworkwithrecordingsfeaturingnonwesternmusic/instrumentssuchassteeldrums,SouthAmericanpanpipes,nativeAmericanflute,Indian
sitar)
Drawingpaperandimplements(goodqualityofferingrich,vibrantcolors)inavarietyofcolors;youcanusepastels,crayons,markers,colorpencils
1. Studentslistentoexcerptsofpiecesfeaturingindividualinstruments.Askthemtoimaginethattheycanseethesounds.Askthemwhatcoloreachinstrumentsoundwouldbeiftheycouldseeit.
Encouragenamingspecifichues.Doesabassoonsoundlikeseagreenorlilac?Isaflutebrightgreenorshimmeryblue?Theseareexercisesfortheimagination.Differentsoundsaffectpeopledifferentltherearenorightorwronganswers.
2. Havethestudentslistentolongerexcerptsofinstrumentalmusic.Whilelistening,theycanmakeadrawingofanythingthatthemusicmakesthemthinkof.Thedrawingcanbeabstractperhapscirclesofyellowconnectedwithredsquigglesorrepresentational:amysteriousgardeno
forest.
3. Studentspresenttheirpictureandexplainwhythemusicmadethemthinkofthosecolors,shapesoobjects.Encourageexplanationsthatlinkspecificcolors,shapesorobjectstospecifictimbresinthe
music.
EXTENSION:studentscancreateartworkthatreflectsotheraspectsofthemusic(forexample,emotion
content,historicalorculturalcontext)aswellastimbre.Providehighqualityartmaterialsforstudents
toworkwith;studentscandisplayorpresenttheirworkwithaparagraphtheygenerateexplainingthe
musicalinspirationforspecificaspectsoftheartwork.
8/8/2019 Study Guide: Quinteto Latino
11/20
11
Music and Social Science
MusicsroleandpurposeasanexpressionofcultureCommunityMusicMapGroupActivity
Whenismusicusedinourlives?Whatcelebrations,ceremoniesortraditionshavespecialmusic?Musicshowsupinourmostimportantceremoniesandtraditions,frombirthdaystoNewOrleansstylefunerals.Studentscanconsidertheroleandpurposeofmusicintheirlivesandtheircommunitythroughcreatinga
communitymusicmap.Studentsbrainstormwheremusichappensintheircommunitytheycangetspecificinnamingtheplaces
Theythenidentifythepurposeofthemusicinthatparticularsetting.Studentscancreateatableasfollowtohelporganizetheirthoughtsandideas:
Places in the community where music happens Purpose of music in these settingsHome
with my family in my room radio internet TV
Entertainment enjoyment Celebration: sing happy birthday Relaxation - background music when I do
homework
School Music class Circle time Football games
Learning Playing and having fun Special clean-up song Team spirit
Church, synagogue, mosque Prayer Special ceremonies: weddings, bar
mitvahs, Sunday services Funerals
Express happiness or sadness with others Brings people together
Public spaces Free outdoor concerts Music at festivals The airport
Brings people of a whole city or towntogether
Enjoy performances Create an atmosphere
Restaurants Live music Juke box Recorded background music
Entertainment Relaxing background Particular ambience create a mood to
go with the food Express culture
Indoor concert venues Large scale arenas Performing arts halls Theatres Dance halls / discos
Entertainment / enjoyment Recreation and play Gathering with friends
Gyms Fitness machines Fitness classes Pace exercise
Super markets Background Express culture
8/8/2019 Study Guide: Quinteto Latino
12/20
12
Studentsthendrawamapofthevariousplacesintheircommunitywheremusichappens.Themapcanreflectrelativelocationsofthevarioussiteswheremusicisfoundintheircommunities,includingstreets
andlandmarksorthemapcansimplybeamoregeneralizedvisualrepresentationofthesitesfoundintheirparticularcommunity.SeetheActivitiesSheetssupplementofthestudyguideforanexample.
DISCUSSION:
Whatkindofmusicisplayedinthesesettings?- Whatdoesitsoundlike?-
Whatisthemusicfor?Whatisthepurposeofthemusicinthissetting? Whoplaysthemusic? Whatinstrumentsareused? Whenwasthemusiccomposed?
CRITICALTHINKING:
Whywouldaculturecreatethiskindofmusic? Howhasthemusicchangedovertime? Howdoesmusicexpresswhoyouare? Howdoesmusicexpresstheculturethatmadeit? Howmightthecommunitymusicmaplookdifferentforastudentofanotherculture?Forachild
fromcolonialAmerica?Foraslavefromthesouthernstates?
Geography through Music
SeetheActivitiesSheetssupplementofthestudyguideforadditionalmaterialsincludingcontinent,worldmapsand
mapsofindividualcountriesforthefollowingactivities:
Map/Researchskills
A.Usinganatlas,globe,orothertoolintheclassroomoronline
Studentsidentifythecontinents,countries,andculturalregionsfromwhichthemusicfeaturedintheperformanceoriginates(Seerepertoirelistedonp.1).Studentsalsolocatethemselvesandtheirfamilys
countryoforiginonthemaps.
Studentscanwriteinandmatchthevariouswordsformusic(SeeVocabularyonp.3oftheStudyGuide)witthecorrespondingcountriesontheWorldMapORonthesheetfeaturingtheIndividualCountries.
B.Usingasinglecountrymap[OutlinemapsofMexicoandArgentinaincludedORstudentscantracetheshapeof
othercountriesforthisactivity.]
Studentschooseoneofthefeaturedcomposersintheperformance. Onthemap,studentsdisplaythecomposersbirthplace,citieswherethecomposerlivedandworked(e.g.,
wherethecomposerstudied)andthecomposersburialplace,ifdeceased.Thedatesforeachitemcanbe
included.
C.ComposerTimeline Studentscreateatimelineofthecomposerslife,mostimportantworksandothermilestones.Includevisual
images(pictures,drawings)alongtheline.Forimaginativetimelinedesignsideas,see
theDKChildrensBookofArt.
CreateaninteractivetimelineonlineusingVUVOX.Vuvoxallowsuserstocreatecollagesthatallowembeddiofmedia,includingvideo,musicaswellasimagesthatcanbegatheredonline(oruploadyourown).Freeuseaccounts.http://www.vuvox.com/collageSeeasampletimelineat
http://www.vuvox.com/collage/detail/01b43aa0b0
8/8/2019 Study Guide: Quinteto Latino
13/20
13
ResourcesChildrensBooks
Brandenburg,Aliki.(2003).Ah,Music!.NewYork:HarperCollinsPublishers.
Snicket,Lemony.(2009).TheComposerIsDead.NewYork:HarperCollinsPublishers.
DKChildrensBookofArt.(2009).DorlingKindersleyLimited.NewYork:DKPublishing
TeachersBooks
Cornett,ClaudiaE.(2011).CreatingMeaningthroughLiteratureandtheArtsArtsIntegrationforClassroomTeachers
Fourthedition.Boston:PearsonPublishing.
Copland,Aaron.(1985).WhattoListenforinMusic.NewYork:NewAmericanLibrary,adivisionofPenguinGroup.
Recordings
ImaniWindsTheClassicalUnderground.(2005)KochInternationalClassics
ImaniWindshasestablisheditselfasoneofthemostsuccessfulchambermusicensemblesintheUnitedStates.TheGrammynominatedquintethastakenauniquepath.Withtwomembercomposersandadeepcommitmenttocommissioningnewwork,
thegroupisenrichingthetraditionalwindquintetrepertoirewhilemeaningfullybridgingEuropean,American,AfricanandLatiAmericantraditions.http://www.imaniwinds.com/index.php
GustavoDudamelconductstheSimnBolvarYouthOrchestraofVenezuelaFiesta.(2008)DeutscheGrammaphonGmbH
GustavoDudamelandtheSimnBolvarYouthOrchestraofVenezuelacelebratethebestinLatinAmericanmusic,whichisall
aboutdance,aboutrhythm(Dudamel).Theysettheconcerthallafirewithanenthusiasticfervorthelikesofwhichnoneofushadeverwitnessedfromasymphonyorchestra(LosAngelesTimes).
http://www.gustavodudamel.com/http://www.fesnojiv.gob.ve/en/thesimonbolivaryouthorchestraofvenezuela.html
InternetSites
Connexionsisaplacetoviewandshareeducationalmaterialmadeofsmallknowledgechunkscalledmodulesthatcanbeorganizedascourses,books,reports,etc.Anyonemayvieworcontribute.Articlesonnumeroustopicsincludingvisualand
performingarts;musicmodulesincludeSoundandMusicActivities;ClassifyingMusicalInstruments;andTimbre:theColorofMusi
http://cnx.org/
PresentationMagazineoffersfreeanddownloadablePowerPointtemplatesfeaturingavarietyofstylesandimages,includingworldmapsandmapsofindividualcountries.
www.presentationmagazine.com
SFSKidsFunwithMusicAprojectofthetheSanFranciscoSymphony(SFS)Thiswebsite,inconjunctionwithliveperformances,providesagreatwayforpeopleofallagestohear,learn,andhavefunwithmusic.
ClickonInstrumentsoftheOrchestratolearnaboutinstrumentfamilies.
http://www.sfskids.org/templates/home.asp?pageid=1
TipsonAudienceEtiquettebyKimJ.Tealhttp://kjt.glis.net/tealflutestudio/Etiquette.html
VUVOXallowsuserstocreateinteractivecollagesthatallowembeddingofmedia,includingvideo,musicandimagesthatcanbegatheredonline(oruploadyourown).Usefulandengagingtooltocreateinteractivetimelines.Freeuseraccounts. http://www.vuvox.com/collage
Seeasampletimelineathttp://www.vuvox.com/collage/detail/01b43aa0b0
8/8/2019 Study Guide: Quinteto Latino
14/20
Nuestras Races de Msica
Our Musical Roots
Name:" " " "!Grade:" " " "!
Copyright:QuintetoLa3no2010
Instruments of the Wind Quintet
1. On the line closest to each instrument, write the corresponding letter with theinstrument name. Four of these instruments belong to the woodwind family. Which doesnot? " " " What instrument family does it belong to? " " "!
2. Complete the table.
8/8/2019 Study Guide: Quinteto Latino
15/20
Music in My Community
AT SCHOOL:Learning lessonsWorkingHaving fun
AT HOME:Having funCelebrationRelaxation
AT PLACESOF WORSHIPCelebrationsFuneralsReflectionPrayer
AT ARESTAURANTSet a mood
Express culture
AT THE GYM Pace exercise
AT SPORTS EVENTSTeam spiritFans rally team
AT A CONCERT HALLListening pleasure
CopyrightQuintetoLatino201
What is the music for?
8/8/2019 Study Guide: Quinteto Latino
16/20
Nuestras Races de Msica Our Musical RootsContinent Map
1. Write the names ofthe continents on thelines as shown on themap. You can use anatlas to find thecontinent names.2. Draw an arrow fromthe YOU ARE HERE signto the location of yourschool on the map.
YOU ARE HERE
DIRECTIONS
Name:
____________
______
Name: __________________
Adaptedfromeditablevectormapoftheworldby
PresentationMagazinewww.presentationmagazine.com
Name: " "!Grade: " "!
CopyrightQuintetoLatino2010
8/8/2019 Study Guide: Quinteto Latino
17/20
Nuestras Races de Msica Our Musical RootsWorld Map Indivudual Countriesndividual Countries
Thegroupofcountriessouthof
theUnitedStatesisknownas
__________t__________
______m______________________.
Circlethecountriesincludedinthisgroup.
Ilivehere.
Myfamilycomes
fromhere.
DIRECTIONS:1.DrawanarrowfromtheIliveheresigntothe
locationofyourhomeonthemap.2.DrawanarrowfromtheMy
familycomesfromheresigntoyourfamilyscountryoforigin.
3.Writethemissingletterswhichspellthenameoftheregionsouthof
theUnitedStates.4.WhatcontinentliesnorthofAfrica?_______________
Drawaboxaroundthecountriesfoundonthiscontinent.
Adaptedfromeditablevectormapoftheworldby
PresentationMagazinewww.presentationmagazine.com
Name: " "!Grade: " "!
CopyrightQuintetoLatino2010
8/8/2019 Study Guide: Quinteto Latino
18/20
1Nuestras Races de Msica Our Musical RootsIndividual countries
(Not to scale)
DIRECTIONS1. Write the name of the country on the line below the countrys shape.2. Draw a ring around the countries found in Latin America. What language isspoken in these countries? _____________3. Put a check mark next to the countries found on the continent of Europe.4. Draw a line from the composer or song to his/her country of origin. Onecomposer can be matched to two countries.5. Which country is your family from? ______________COUNTRIES " " "COMPOSERSArgentina " " "Billy StrayhornAustria " " "Carmen Melendez RomeroEngland " " "Gyrgi LigetiGermany " " "Wolfgang Amadeus MozartMxico " " "George Friedrich HndelRomania " " "Astor PiazzollaSouth Africa" " "Siyahamba (Marching Song) TraditionalUnited States of America (USA)
CopyrightQuintetoLatino2010
Name: " "!Grade: " "!
8/8/2019 Study Guide: Quinteto Latino
19/20
1
MEXICO
COMPOSERS NAME: ! ! !"
DIRECTIONSDisplay on the mapthe composersBirthplaceCities where thecomposer lived andworkedBurial place, ifdeceasedInclude the year(s)for each itemThe pin locates the capitalof Mexico; write this citysname on the map.
Name: ! ! !"Grade: ! ! !"
Copyright: Quinteto Latino 2010Adapted from editable world map byPresentation Magazine | www.presentationmagazine.com
8/8/2019 Study Guide: Quinteto Latino
20/20
1
World Map
COMPOSERS NAME: ! ! !
Name: ! ! !"Grade: ! ! !"
Adapted from editable world map by
DIRECTIONSDisplay on the map thecomposersBirthplaceCities where thecomposer lived andworkedBurial place, if deceasedInclude the year(s) foreach itemThe pin locates thecapital of Argentina; writethis citys name on themap.