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What a Wonderful World Climb aboard with the Vancouver Symphony Orchestra and travel the world without ever leaving the Orpheum Theatre! Discover cultures and music from around the world as the VSO circles the globe in an hour!

return performances with the Saskatoon Symphony Orchestra and Hamilton Philharmonic Orchestra. William Rowson grew up in musical family, starting the violin at age 3 in his hometown of Saskatoon.

William Rowson,

Assistant Conductor

Conductor William Rowson is rapidly establishing a reputation as one of Canada’s most versatile emerging talents. Known for his intimate knowledge of the standard repertoire as well as his facile handling of new repertoire, Rowson recently won the position of Assistant Conductor of the Vancouver Symphony Orchestra. In the 2015-16 season, Rowson returned as the Resident Conductor of the Hamilton Philharmonic Orchestra’s ‘What Next’ Festival, conducting 5 Canadian operas in one week, in concert. He also was a finalist for the position of RBC Composer-in-Residence with the Toronto Symphony Orchestra. Rowson began conducting at the Curtis Institute of Music where he conducted the institute’s Symphony Orchestra. Since then, he has been a frequent guest of many of Canada’s leading ensembles, including Ottawa’s Thirteen Strings Chamber Orchestra, Toronto’s Talisker Players, the Glenn Gould Professional School, and The National Academy Orchestra of Canada. He has conducted the world premieres of over 60 new works. In January 2015 he debuted as the Artistic Director and Conductor of the Sneak Peek Orchestra in Toronto, an orchestra made up exclusively of young professional musicians, and in October of that year Rowson debuted as the Principal Conductor of the Stratford Symphony Orchestra. In recent seasons Rowson has also conducted the McGill Chamber Orchestra, the Kitchener-Waterloo Chamber Orchestra, the Saskatoon Symphony, Orchestra Toronto, The Toronto Philharmonic and the Scarborough Philharmonic. In addition to his performance schedule with the Vancouver Symphony Orchestra, upcoming engagements include



The Vancouver Symphony Orchestra Founded in 1919, the Vancouver Symphony Orchestra is the third largest symphony orchestra in Canada. The VSO performs to an annual audience attendance of more than 200,000 people and performs over 150 concerts annually in the historic Orpheum Theatre, as well as in venues throughout the Lower Mainland. As a cultural staple of the Lower Mainland, VSO Education Programs are experienced by over 50,000 students annually. Maestro Bramwell Tovey has been the VSO’s Music Director since 2000. He is known for his extraordinary artistic leadership and passionate advocacy for music education. He has taken the VSO on tour to China, Korea, across Canada and the United States. In 2008, the VSO won a GRAMMY award and JUNO award. The VSO’s mission is to enhance the quality of life in our city and region by presenting high-quality performances of classical and popular music to a wide variety of audiences, and offering educational and community programs.

The Orpheum, home of the VSO Designed in 1927 by architect Benjamin Marcus Priteca, the Orpheum Theatre is Canada’s last great entertainment palace, and one of Vancouver’s most spectacular heritage buildings. Since its opening, the Orpheum has hosted vaudeville, cinema, musical theatre, concerts, ballet, opera, and children’s shows. The building is a masterpiece of theatre design, with a magnificently painted dome soaring above ornate plaster carvings, gold leaf, and crystal chandeliers. Great care was taken with the acoustics of the building: the sound is so clear that musicians can hear a whisper in the very last row of the highest balcony, and the audience can hear every note played on stage.

VSO Elementary School Concerts 16/17

WHAT A WONDERFUL WORLD

Members of The Vancouver Symphony Orchestra

Bramwell Tovey Music Director

first violins Nicholas Wright, Acting Concertmaster Jennie Press, Acting Assistant Concertmaster Rebecca Whitling, Acting Second Assistant

oboes Roger Cole, Principal Beth Orson, Assistant Principal Karin Walsh

Jae-Won Bang Mary Sokol Brown Jeny Essers Akira Nagai, Associate Concertmaster Emeritus Xue Feng Wei Yi Zhou

English horn Beth Orson

Kazuyoshi Akiyama Conductor Laureate William Rowson Assistant Conductor Jocelyn Morlock Composer-in-Residence Marcus Goddard Composer-in-Association

second violins Jason Ho, Principal Karen Gerbrecht, Associate Principal Jeanette Bernal-Singh, Assistant Principal Cassandra Bequary Adrian Shu-On Chui Byron Hitchcock Daniel Norton Ann Okagaito Ashley Plaut

bass clarinet Alexander Morris

violas Neil Miskey, Principal Andrew Brown, Acting Principal Emilie Grimes, Acting Associate Principal Stephen Wilkes, Assistant Principal Lawrence Blackman Tegen Davidge Matthew Davies Angela Schneider

French horns Oliver de Clercq, Principal David Haskins, Associate Principal Andrew Mee Richard Mingus, Assistant Principal

Concertmaster

cellos Ariel Barnes, Principal Janet Steinberg, Associate Principal Zoltan Rozsnyai, Assistant Principal Olivia Blander Natasha Boyko Charles Inkman Luke Kim Cristian Markos basses Dylan Palmer, Principal Evan Hulbert, Associate Principal Noah Reitman, Assistant Principal David Brown J. Warren Long Frederick Schipizky flutes Christie Reside, Principal Nadia Kyne, Assistant Principal § Lara Deutsch, Assistant Principal Rosanne Wieringa § piccolo Nadia Kyne § Lara Deutsch

clarinets Jeanette Jonquil, Principal Alexander Morris, Assistant Principal

bassoons Julia Lockhart, Principal § Sophie Dansereau, Acting Principal Gwen Seaton contrabassoon Sophie Dansereau

trumpets Larry Knopp, Principal Marcus Goddard, Associate Principal Vincent Vohradsky

Education Staff

Joanne Harada Vice-President, Artistic Operations & Education Christin Reardon MacLellan Director of Education & Community Programs Ryan Kett Artistic Operations & Education Assistant Kaylie Hanna Artistic Operations & Education Assistant

Programme

Britten

Young Person’s Guide to the Orchestra

Jocelyn Morlock

Hullabaloo

Bernstein

West Side Story: Mambo

Holst

The Planets: Jupiter

Beethoven

Symphony No. 5: I

Dvořák

Slavonic Dances Op. 46/8

Mussorgsky

The Great Gate of Kiev

percussion Vern Griffiths, Principal Tony Phillipps

Andries van Tonder arr. Scott Good

Siyahamba *

harp Elizabeth Volpé, Principal

Zheng Lu

Good News from Beijing

di Capua

O Sole Mio

Guarnieri

Dansa Brasileira

Lavalée

O Canada *

trombones Gregory A. Cox, Acting Principal bass trombone Andrew Poirier tuba Peder MacLellan, Principal timpani Aaron McDonald, Principal

piano, celeste Linda Lee Thomas, Principal personnel manager DeAnne Eisch music librarian Minella F. Lacson

* Sing-a-long with the VSO! Please note: Repertoire is subject to change

§ Leave of Absence

WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17



Come aboard and tour the World Canada

Population: 36,427,374 Capital: Ottawa Languages: English & French The name “Canada” comes from the Huron and Iroquois word kanata, meaning ‘village’. Canada has the world’s longest coastline: 126,360 miles. Canada is the world’s second largest country by area, after Russia.

Music is the universal language, ages old and unique to every place that the VSO will visit as we discover WHAT A WONDERFUL WORLD it is! Here are our destination stops with some quick facts to learn about each place!

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Northwest Coastal Drum

United States

Population: 325,198,467 Banjo Capital: Washington, DC Language: English The United States’ (US) cultural influence is felt across the world. The Statue of Liberty greets people as they sail into New York. This statue was a gift from the French to the Americans during the 1800s.

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Bandolim

Brazil

Population: 210,295,871 Capital: Brasilia Language: Portuguese Brazil, a vast South American country, stretches from the Amazon Basin in the north to vineyards and massive Iguaçu Falls in the south. Rio de Janeiro, symbolized by its 38m Christ the Redeemer statue atop Mount Corcovado, is famed for its busy Copacabana and Ipanema beaches as well as its enormous, raucous Carnaval festival, featuring parade floats, flamboyant costumes and samba music and dance.

Church bell

The United Kingdom

Population: 65,271,764 Capital: London Language: English Great Britain is an island separated from the European mainland by the English Channel and North Sea. It comprises the nations of England, Scotland and Wales. Its long history is evident in prehistoric sites such as Neolithic Stonehenge and medieval castles Roman ruins include Hadrian’s Wall, which once divided Roman Britain from the northern Scottish Lowlands.

Italy

Population: 36,427,374 Capital: Rome Language: Italian

Czech Republic Mandolin

Italy, with a long Mediterranean coastline, has left a powerful mark on Western culture and cuisine. Its capital, Rome, is home to the Vatican as well as landmark art and ancient ruins. Other major cities include Florence, with Renaissance masterpieces such as Michelangelo’s “David” and Brunelleschi’s Duomo; Venice, the city of canals; and Milan, Italy’s fashion capital.

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Population: 10,550,030 Capital: Prague Fanfrnoch Language: Czech The Czech Republic, in Central Europe, is a country that’s known for its ornate castles, native beers and long history. Prague, the capital, is home to grand 9th-century Prague Castle, a preserved medieval old town and statue-lined Charles Bridge. Český Krumlov, a small town in the South Bohemia region, is notable for its wealth of Gothic, Renaissance and Baroque buildings, many of which house restaurants and shops.

Russia

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Balalaika

Capital: Moscow Population: 143,432,926 Language: Russian Nearly 45% of Russia is covered in forest. Russia is such a large country that it spans 11 separate time zones. A person from Moscow is called a Muscovite in English, Moskvich in Russian.

Erhu

Germany Djembe

South Africa

Population: 55,177,622 Capital City: Pretoria Language: Afrikaans, Zulu, Ndebele, Xhosa, Swazi

South Africa is covered in massive, open grassy plains called savannas. The vast plains are home to enormous herds of animals, including zebras, antelope, giraffes and wildebeests.

Population: 80,679,846 Capital City: Berlin Language: German

China

Germany is a country with a landscape of forests, rivers, mountain ranges and North Sea beaches. It has over 2 millennia of history. Berlin, its capital, is home to art and nightlife scenes, the Brandenburg Gate and many sites relating to WWII. Munich is known for its Oktoberfest and beer halls, including the 16th-century Hofbräuhaus.

Frankfurt, with its skyscrapers, houses the European Central Bank. Harpsichord

Population: 1,371,997,548 Capital City: Beijing Language: Mandarin, Cantonese The Great Wall of China was built over 2,000 years ago to defend China from attack. It winds its way from east to west through China’s mountains, valleys and grasslands. The wall is 4,500 miles long and was constructed at a rate of 1/2 mile per day.

Top Secret Composer Passport Files! Brush up on these files before the concert! Music File

Passport: Canada Good, Scott City: Toronto, ON

546-879-448

Piece: Siyahamba

Born: 1972

Scott Good is one of the VSO’s former Composers-InResidence. He studied trombone and composition at the Eastman School of Music in Rochester, New York, before earning his Doctorate in composition from the University of Toronto. Scott’s compositions have won several major awards, and are played by orchestras around the globe. Scott currently lives in New Westminster, BC, with his wife and two children.

Passport: Canada Morlock, Jocelyn Born: 1969 City: Vancouver, BC

235-895-724

Jocelyn Morlock is the VSO’s Composer-in-Residence. She writes music for the orchestra to play, helps program the VSO’s New Music Festival, and encourages people to have fun exploring new music by living composers. Jocelyn’s music is recorded on 20 CDs, including her own CD Cobalt, named after the beautiful shade of blue and also the poisonous and radioactive element. Much of her music is inspired by birds, insomnia, or a peculiar combination of the two. (If you guessed from that sentence that she just hates sitting still, you’re correct.)

Passport: United States of America Bernstein, Leonard Born: 1918 City: New York, NY Died: 1990

879-265-888 

“There was no question in my mind that my life was to be about music,” said 10-year-old Leonard Bernstein, and he couldn’t have been more right. In a career spanning over fifty years Bernstein composed everything from large orchestral works to musicals, operas, ballets, film scores, chamber music, piano pieces and songs. Bernstein was also a highly-respected conductor, and worked with orchestras all over the world, although he’s most remembered now for his work with the New York Philharmonic.

VSO Elementary School Concerts 16/17

Siyahamba is originally a folk tune with simple chords and only two verses. Today, the work is mostly sung in choirs and church groups. Scott Good took the ‘bones’ of the tune and re-wrote Siyahamba especially for the VSO performance and sing-a-long. These tracks allow you to learn the song step-by-step so you can be ready to sing with the orchestra!

Music File

Piece: Hullabaloo A hullabaloo is a lot of noise, and it’s really , really loud! But the word is formed in part from the Scottish term baloo, which means lullaby. It may also indicate a noisy celebration. What do you hear in this piece? Jocelyn Morlock wrote Hullabaloo – a fanfare for the sesquicentennial for the Toronto Symphony’s Canada Mosaic project. The project features new compositions by Canadian composers, performed by orchestras from coast to coast for Canada’s 150 birthday.

Music File

Piece: Mambo

One of Bernstein’s most popular works is West Side Story. Based on Shakespeare’s Romeo and Juliet, it’s full of passion and jealous fighting. The Mambo is a fast-paced, Cubanstyle dance that’s guaranteed to make you want to move. Bernstein loved rhythm, and you can definitely hear that influence. Listen for the percussion! It’s certainly a piece that jumps!

WHAT A WONDERFUL WORLD

Passport: Russia

Mussorgsky, Modest City: Saint Petersburg

653-912-3663

Born: 1839 Died: 1881

Mussorgsky’s musical compositions have been an inspiration for many other Russian composers. Some of his best music includes the orchestral work Night on Bald Mountain, made famous when it appeared in Fantasia in 1940, and Pictures at an Exhibition, a collection of pieces which describe a set of 10 drawings and watercolor paintings. The piece you’re going to hear is from Pictures at an Exhibition, and it’s just like visiting an art gallery. Mussorgsky even included music to walk you from one picture to the next!

Passport: China

Lu, Zheng City: Beijing

555-743-662

Music File

Born: 1933

Van Beethoven, Ludwig City: Bonn

519-472-5451

Born: 1874 Died: 1934

As a child, Gustav Holst was taught the piano, organ, and trombone. He studied composition at the Royal College of Music in London. Holst played trombone professionally, but soon found that it was difficult to earn a living as a trombonist and composer. While working as the Director of Music at the St. Paul’s Girl’s School in Hammersmith, he composed his most famous work, The Planets. Because he was so busy teaching his students, it took him over two years to complete the piece!

Passport: Germany

Good News from Beijing Spreads to the Border is lively, full of melody and dance-like, suitable for festive occasions of any kind. It describes the emotional scene of celebration among small groups of people who live out in the country when they hear the good news coming from the big city of Beijing. Piece: The Planets: Jupiter Gustav Holst wrote a suite, or a series of pieces of music, called the Planets. Each planet, except for Earth and Pluto has its own music. Jupiter is probably the favourite planet for most listeners. The piece is like Santa Claus with a sackful of folk-like tunes, with a big, very English hymn in the middle. When you hear the music, it’s hard not to think of the planet itself. This music is big, and big-hearted.

Music File

Born: 1770 Died: 1827

Beethoven had an unhappy childhood, and he really didn’t like practicing the piano. One of Beethoven’s favorite foods was macaroni and cheese. He also loved strong coffee - exactly 60 coffee beans to one cup. Beethoven’s symphonies were so different and new, they changed music forever. Although Beethoven slowly lost his hearing, he continued composing. He composed many of the most famous musical works of all time, such as his Ninth Symphony, after he had become totally deaf.

WHAT A WONDERFUL WORLD

Piece: Good News from Beijing Spreads to the Border

Music File

Passport: United Kingdom

531-461-0016

The Great Gate of Kiev is based on the artwork of Mussorgsky’s friend, Victor Hartmann. Hartman’s gate was designed for a competition sponsored by Tsar Alexander II and was supposed to be shaped like a helmet that Russian heroes would wear. His design for the gate won the national competition, but was never built. In Mussorgsky’s music, you can hear how big and grand the stone gate was supposed to be, but, in reality, the city of Kiev had only wooden gates that weren’t very majestic at all.

Music File

Zheng Lu has been writing music for a really long time. If you add your age to your teacher’s age, Zheng Lu has been composing for longer than that! He has written music for big orchestras, chamber music for smaller groups, and more than 300 songs in Chinese and other languages. His music has beautiful melodies, a simple yet rich style, and innovative, colourful orchestration.

Holst, Gustav City: London

Piece: Great Gate of Kiev

Piece: Symphony No. 5: I The Fifth Symphony, with its “da-dada-daaa” beginning, is one of the world’s most famous pieces of music. Beethoven took these simple tones and rhythms and built the whole first movement around them. It has been suggested that these four notes represent the sound of Fate knocking at the door.

VSO Elementary School Concerts 16/17



Passport: Czech Republic Dvořák, Antonín City: Prague

653-912-3663

Born: 1841 Died: 1904

Antonin Dvorak was born in a village just north of Prague. He was the oldest of nine children. His father, a butcher, wanted Antonin to be a butcher, too. Fortunately, an uncle noticed how musical Antonin was, and paid for him to take organ lessons. Dvorak got a job as a church organist, but what he really wanted to do was compose. So he entered his compositions in a government-sponsored contest and won! The prize money allowed Dvorak to quit his church job, and made him well known as a composer. In spite of the fact that he never took composition lessons, Dvorak taught composition at the Prague Conservatory and in New York City.

Passport: Brazil

Guarnieri, Camargo City: São Paolo

555-743-662

Music File

Born: 1907 Died: 1993

Passport: United Kingdom

531-461-0016

Born: 1913 Died: 1976

Encouraged by his mother, Britten studied the piano, the viola, and composition. By the age of fourteen he had written over 100 works. He became one of the greatest opera composers of the last century. Many songs and parts in opera were written for his life-long partner, Peter Pears. With Peter Pears, he started the annual Aldeburgh Festival. The main events of the festival take place in an old malthouse, a building used to turn barley into malt. The War Requiem, one of his most famous works, was written for the new Coventry Cathedral, which was built to replace the one that was destroyed in World War II.

Passport: Italy

di Capua, Eduardo City: Naples



Piece: Dansa Brasileira Dansa Brasileira is one of Guarnieri’s most popular pieces, due to its spontaneity and rhythmic flavour. It was originally composed for solo piano in 1928, and was orchestrated by the composer in 1931. It was recorded several times by star conductors like Leonard Bernstein and Leopold Stokowski.

Music File

Piece: Young Person’s Guide The Young Person’s Guide to the Orchestra was written in 1945 for an educational film called Instruments of the Orchestra. It is a set of variations and a fugue on a theme by Purcell. In the introduction, the theme is first played by the whole orchestra, then by each major family of instruments of the orchestra: first the woodwinds, then the brass, then the strings, and finally by the percussion.

Music File

Born: 1865 Died: 1917

Eduardo di Capua was born in Naples, Italy on March 12, 1865. He composed some of the most famous Neapolitan songs, including “O Sole Mio,” “Santa Lucia Luntana,” and “Torna a Surriento.” He studied at the San Pietro Conservatory in Majilla, and an 1887 encounter with the poet Cinquegrana inspired him to write his first songs.

519-472-5451

Written in 1878, Dvořák’s first set of Slavonic dances was written originally for piano duet, and was later orchestrated by the composer. The final dance is an example of a “furiant,” a popular Czech dance. The phrases change from minor to major, rhythmic groupings frequently shift from three to two, and the music alternates between loud and soft. All of these features express a gentle smile and are designed to keep would-be-dancers entertained and always slightly off-balance.

Music File

After the era of Heitor Villa-Lobos, Wolfgang Amadeus Mozart Camargo Guarnieri (yes, that WAS his full name!) became the best known Brazilian composer. He decided the first part of his name was too pretentious, and always signed himself M. Camargo Guarnieri. His brothers’ names were Rossine and Verdi. He is particularly known for his art songs and dance pieces, many of which have also been successful as popular songs.

Britten, Benjamin City: Aldeburgh

Piece: Slavonic Dance Op. 46/8

Eduardo di Capua died in 1917 in Milan, Italy.

VSO Elementary School Concerts 16/17

Piece: O Sole Mio It wasn’t in Italy but on a trip to Odessa, Ukraine in 1898 when DiCapua composed “O Sole Mio.” This would become an unofficial, romantic Italian anthem, never more so than during the 1920 Olympic Games in Antwerp. The conductor of the band couldn’t find the music to the actual Italian national anthem, so instead he played “O Sole Mio.”

WHAT A WONDERFUL WORLD

Listen to the What a Wonderful World Playlist

For full-length tracks, log-on to the VSO’s Naxos account! 1. Go to http://bit.ly/2hOuVNa 2. Login with: Username: vsoaa

Password: vsoaa

Consider that this is a shared resource! Please do not delete or edit this playlist in any way.

*Not all tracks are available through Naxos. Please visit our website at www.vancouversymphony.ca/esc for additional tracks, including learning tracks for Siyahamba. *Please note: Because it has just been written, a recording of Jocelyn Morlock’s Hullabaloo is not available. Examples of her work, selected by the composer, are included in the Naxos Music Library playlist.

WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17



O Canada! “O Canada” was proclaimed Canada’s national anthem on July 1, 1980 - 100 years after it was first sung on June 24, 1880. The music was composed by Calixa Lavallée, a well-known composer. French lyrics to accompany the music were written by Sir Adolphe-Basile Routhier, and the official English lyrics were written in 1908 by Mr. Justice Robert Stanley Weir. The official English version includes changes recommended in 1968 by a Special Joint Committee of the Senate and House of Commons. The French lyrics remain unaltered. The opening theme of “O Canada”, sounds a lot like the “Marsch der Priester” (March of the Priests), from Die Zauberflöte, composed in 1791 by Wolfgang Amadeus Mozart. Some say that Mozart’s tune inspired Lavallée to compose his melody. The line “The True North strong and free” is based on Alfred Tennyson’s description of Canada as “That True North whereof we lately heard”. In the context of Tennyson’s poem, “true” means “loyal” or “faithful”. On September 25, 2008, John Furlong, the chairman of VANOC organizing committee, anounced that “with glowing hearts” from the English lyrics and “Des plus brillants exploits” from the French lyrics would be used as trademarked slogans for the 2010 Olympics Canadian Heritage http://canada.pch.gc.ca/eng/1443808632931/1443808632934

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The Vancouver Symphony & O Canada In September of 2008, the Vancouver Symphony recorded more than 100 national anthems for the 2010 Olympics, including our own anthem which can be seen and heard at: http://www.youtube.com/watch?v=yVdZvWBcA_4 The Vancouver Symphony Orchestra was ensconced in the Bell Performing Arts Centre in Surrey for a marathon recording session. These recordings were played when athletes received their medals and during the opening ceremonies.

VSO Elementary School Concerts 16/17

WHAT A WONDERFUL WORLD

Siyahamba S i n g - a - l o n g ! Learn this song in class and get ready to sing it with the VSO! Visit the VSO website: www.vancouversymphony.ca/esc to download music files & PDF Scores! When teaching Siyahamba, please use the English text, “We are standing in the light of peace,” as shown here. At the concert we will sing once in Zulu and once in English, so be sure to know both!

Did you know???

“Siyahamba” originated in South Africa. It is said to have been composed circa 1950 by Andries van Tonder, an elder of the Judith Church. The original composition was in Afrikaans (with the title “Ons marseer nou in die lig van God”) and was subsequently translated into Zulu by Thabo Mkize.

Ngoma Drum

The Ngoma Drum According to legend, the original ngoma (n-go-ma) was created from an old mortar that was worn all the way through by Queen Marimba’s cook. Queen Marimba (an African God) took this mortar and attached an animal skin to the top of it, creating the world’s first drum.

In 1984, Nyberg arranged “Siyahamba” for a Western fourvoice setting and published it in a songbook and recording called Freedom is Coming: Songs of Protest and Praise from South Africa. Today, “Siyahamba” is often performed by children’s groups in both sacred and secular environments. Occasionally, the translated lyrics are modified for a secular performance: for example, the English translation “We are marching in the light of God” becomes “We are standing in the light of peace.”

))

the

Th e K p a n l ogo Drum

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with Sing ))

Kpanlogo (kay-pan-logo) is a type of drum that is associated with kpanlogo music. The drum originates from the Ga people of the Greater Accra Region in Ghana, West Africa. The Kpanlogo drum as with other African drums were used as a form of communication as they could be heard clearly over large distances. The Kpanlogo drum played such a central theme in many of the important ceremonies that it became known as the ceremonial drum. Kpanlogo are traditionally played by an ensemble of drummers, often in sets of six kpanlogo drums of varied size.

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VSO!

K panlogo Drum

The Djembe

D jembe Drums

According to the Bamana people in Mali, the name of the djembe (de-gem-bay) comes directly from the saying “Anke dje, anke be” which literally translates to “everyone gather together” and defines the drum’s purpose. “Dje” is the verb for “gather” in Bamanakan, and “be” translates as “everyone” in Bamanakan. Legend has it that the first djembes were made from the skin of the mythical cross between a giraffe and a zebra, the ‘gebraffe’.

WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17

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12

Amazon Rain Forest

Mozart was born here

Colour and Discover!

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. .

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VSO Elementary School Concerts 16/17

. Kangaroos

. . Paper was Invented here

Elephants

The CN Tower

Pyramids

The Grand Canyon

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Mount Olympus

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Largest Country in the World

. . .

The Bermuda Triangle

The Orpheum

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Samurai Warriors

Taj Mahal

Look at a world map and colour your map to match the globe! Link the information to the locations! Polar Bears Hint!: It will help to have a world map!

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WHAT A WONDERFUL WORLD

M a k e Yo u r O w n I nstrument! Follow these directions and you can play along to Siyahamba with your

Clap Sticks

Here’s a twist on the rhythm sticks that Australian aborigines use in ceremonial dances: decorated paint stirrers that let your students be a one-person percussion section, clapping along to his or her favorite music. Time needed: About 2 to 3 Hours

CRAFT MATERIALS: *Four paint stirrer sticks *Acrylic paint *Paintbrush *Cotton swabs *Tacky glue

1. To make a set, paint one side and all the edges of the 4 sticks with a base color (we used brown), then let them dry. 2. Next, use other colors to paint on decorative bands and animal motifs, such as the snake shown here. Use cotton swabs to add dot accents. 3. Once all the paint has dried, glue the sticks together in pairs, painted side out, so that you have 2 double-sided sticks. Let the glue dry before clapping them together. TO PLAY: CLAP this instrument against your thighs and play Line 3-Thigh Slap of Rhythm Rumble (pg 14)

Bottle-cap Tambourines

Make and shake these tambourines that are popular in Brazil and Africa. Time needed: Under 1 Hour 1. Decorate the stick with paints and feathers. 2. Remove the rubber liners from the bottle caps by having an adult “cook” them for five minutes on a hot outdoor grill (this step is optional but recommended, as it greatly improves the sound).

CRAFT MATERIALS: *Strong, Y-shaped branch, preferably hardwood *Dozen metal bottle caps *Strong wire *Acrylic paint and brushes *Assorted decorations; feathers, colored cord, or beads

3. [Teachers may want to prepare the bottlecaps beforehand.] Flatten the caps with a hammer, then use a nail to punch a small hole in the center of each cap. Then thread the caps onto the wire and string tautly between the arms of the Y. TO PLAY: SHAKE this instrument and play Line 2- Hand Clap of Rhythm Rumble

Margarine-Tub Drum

Keep the steady beat with this rhythmic noisemaker from China! Time needed:Under an hour First, decorate the tub and lid with shapes cut out of the tape. Use a craft knife (teachers only) to cut a 3/8-inch hole through one side of the tub and slide the end of the dowel through it. With the dowel facing down, poke a small hole in each side of the tub. Thread a piece of string through each hole and knot the ends inside the tub. Tie a bead onto the free end of each piece of string. By rolling the dowel back and forth in his hands, your student can have fun with this colourful noisemaker!

CRAFT MATERIALS: * Small margarine tub and lid * Coloured duct tape * 3/8” dowel cut to 8” Length *Two 6” pieces of string * Two wood beads

TO PLAY: TWIST this instrument and play Line 1- Foot Stomp of Rhythm Rumble

WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17

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R hy th m R u m b l e! No previous musical background required! You can use your body, classroom instruments or homemade instruments and play along to Siyahamba. Follow the simple instructions below, utilizing the rhythm chart and the MP3 files, available on our website, to learn the piece.

1) Split your students into three groups and assign one rhythm line per group. Body instruments: Line 1: Foot Stomp Line 2: Hand claps

Line 3: Thigh Slap

2) Practice each line separately with each group, beginning slowly and speeding -up You can practice each line with the help of the Rhythm Rumble Excerpts track. 3) Eveyone together: start off with students playing Line 1 - ensure they are maintaining a constant pace. Add Line 2, and after both groups are steady with their own line, add Line 3. Be wary of the ‘rest’ on beat 3 in line 3. 4) Your whole class can play along with the three-line rhythm track and Siyahamba!

Rhythm Rumble! Foot Stomp

1

Hand Clap

2

Thigh Slap

3

You can replace body instruments with homemade or classroom instruments! 14

VSO Elementary School Concerts 16/17

WHAT A WONDERFUL WORLD

WHAT A WONDERFUL WORLD This is a typical layout for the Vancouver Symphony Orchestra in the Orpheum Theatre and most likely the layout you will see at the school concert.

I nstruments of the Orch es tra

Hudso n

Stef

VSO Elementary School Concerts 16/17 Orpheum Theatre, Vancouver BC Stage Plan

Aaron

Susan

15

The Str ing Fa m i l y The string section is the largest family of instruments in the orchestra, and is made up of four instruments: violin, viola, cello, and double bass. They are made of hollow wood, with strings attached; the musicians make sounds either by drawing a bow made of horsehair across the strings, or by plucking the strings with their fingers.

The Cello

The Viola

The Violin The violin is the smallest stringed instrument and makes the highest sound. There are two sections of violins in the orchestra – first violins, and second violins. The leader of the first violins is the concertmaster. The concertmaster works closely with the conductor to coordinate all of the strings.

The viola is the next biggest instrument in the string family, and is sometimes called an alto. It looks exactly like the violin, but is a bit bigger, and thus makes a lower sound.

The Double Bass

The double The cello, bass is the sometimes largest called the member of violoncello, the string is not held family – it under the stands seven chin like feet tall! It the violin also makes or viola, the lowest but sound of the between string the player’s instruments. knees, To play it, musicians either resting on sit on a stool, or stand. a peg, with the neck extending over the left shoulder of the player.

The Wood w i n d Fa m i l y Like the string family, the woodwind family has four main instruments: flute, clarinet, oboe, and bassoon. These instruments are hollow tubes with holes in them. The musician makes a sound by blowing air into one end, and covering the holes to produce different pitches.

The Oboe

The Flute The flute, and its smaller sibling, the piccolo, used to be made of wood, but today, are made of either silver or gold. The musician holds the instrument sideways, and blows across the hole.

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The Clarinet

The oboe is a double-reed instrument that is used to tune the orchestra because of its pure and steady sound. Reeds are made from thin pieces of cane that vibrate when air is blown across them.

VSO Elementary School Concerts 16/17

The clarinet is a single-reed instrument, meaning it has only one reed, while the oboe has two. The bottom end of the clarinet flares out, and is called the bell.

The Bassoon The bassoon is also a doublereed instrument, and is the lowest of the woodwind family. The reed connects to the top of one tube by means of a crook, or hollow metal tube.

WHAT A WONDERFUL WORLD

The Brass Fa m i l y Brass instruments are shiny gold- or silver-coloured instruments, made from metal. The musician makes sounds by buzzing his or her lips in a mouthpiece. High and low notes are created by valves or slides, the size of the mouthpiece, and how the musician uses his or her lips (the embouchure).

The Trumpet

The trumpet is the highest of the brass instruments, and has around 4 ½ feet of tubing. It has three piston valves, which allow the player to change the pitch. Of the brass instruments, it plays the melody most often.

The French Horn

The French horn is a tightlycurled instrument; if you were to uncurl it, it would be 17 feet long, ending with a widely flared bell. In its usual playing position, the bell points down and back, and is partially closed by the musician’s right hand.

The Trombone

The Tuba

The trombone is the only brass instrument that doesn’t need valves. To change the pitch, the player’s right hand moves a slide up and down; finding the correct pitch depends on the musician’s ability to stop the slide at the correct position.

The tuba is the lowest of the brass instruments, but isn’t the longest. At 15 feet long, it is two feet shorter than the French horn. It plays lower than the French horn because its tubing has a larger diameter. Like the trumpet, it has three piston valves that allow the musician to change pitch.

The Percu s s i o n Fa m i l y Percussion instruments are the loud instruments in the back of the orchestra that produce sound when they are struck with another object, usually a drumstick or mallet. There are two types of percussion instruments: definite-pitch instruments make pitches just like the other instruments of the orchestra, while indefinite-pitch instruments make neutral rhythmic sounds.

The Timpani

The Marimba

The Bass Drum

The timpani are the most visible The bass instruments drum in the (pictured), percussion snare family, drum, and because they triangle are placed on a platform at the back of the are stage, in the centre. Timpani are indefiniteusually played in sets of four, with pitch each drum a different size and pitch. instruments that are hit with a The player uses a pedal to tighten drumstick or a beater. or loosen the skin on the top of the drum to change the pitch.

WHAT A WONDERFUL WORLD

The Cymbals

The tambourine (pictured over the page) and cymbals (pictured) are The marimba and xylophone also (pictured over the page) are indefinite-pitch instruments, but definite-pitch instruments they do not require a beater to that are played with play. The tambourine is struck yarn-covered or rubber with the player’s right hand, mallets. while the cymbals are crashed together.

VSO Elementary School Concerts 16/17

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The Xylophone

The Tambourine The Gong

Don’t forget to pack all the other percussion equipment! The Tubular Bells

The Snare Drum

The Triangle

The Conductor Orchestral conductors stand on a podium with a baton (which looks a bit like a wand) in front of the orchestra, constantly communicating directions to the whole orchestra during a performance. The primary responsibilities of the conductor are to set tempo, indicate beats (particularly first or “down” beats) and to listen carefully and critically to the ensemble. Communicating changes that need to be made within the ensemble (such as showing the violins you want them to play louder to balance the sound) requires highly trained listening skills. There are no strict rules for conducting, and you will notice that different conductors have very different styles. However, the very basics of beat indication do follow a set pattern that you can see below. Maestro Bramwell Tovey is the Conductor and Music Director of the Vancouver Symphony. He led the VSO to break the world record for the largest orchestra performance in an outdoor venue when he conducted over 6,000 musicians in a performance of Beethoven’s Ninth Symphony. Try a few of the conducting examples below with a baton or pencil. Tracks on the accompanying CD are labelled with which pattern to follow so you can conduct along! B) 2/4 Time Fast music Track: 4

A) 4/4 Time Most common Track: 12

Don’t forget 3/4! Although we are not playing anything in 3/4 time, do not forget to conduct in 3/4 the next time you sing happy birthday for a classmate! It’s a bit tricky so here’s the first four bars to help - make sure to count 1, 2 before you start!

C) 3/4 Time Often heard in waltzes

Happy Birthday

Happy Birthday!

Hap - py birth - day

1 18

2

3

1

2

to

3

you!

1

Hap - py birth - day

2

3

VSO Elementary School Concerts 16/17

1

2

to

3

Traditional

you!

1

2

3

WHAT A WONDERFUL WORLD

Musical Terms to Learn

Symphony - Three to four movement orchestral piece, generally in sonata form. Concerto - A composition written for a solo instrument. The soloist plays the melody while the orchestra plays the accompaniment. Overture - Introduction to an opera or other large musical work. Opera - A drama where the words are sung instead of spoken. Melody - The part of the music that you often find yourself humming. Harmony - The sound produced when multiple notes are played at the same time. Orchestration - Arranging a piece of music for an orchestra. Arrangement - A piece of music originally written for another instrument or group but re-worked for a new instrument or group. Score - Used by the conductor and contains all the different instrumental parts of a work Dynamics - Pertaining to the loudness or softness of a musical composition. Also the symbols in sheet music indicating volume. Tempo - is the speed of the music

Musical Notation

forte = loud

piano = quiet

mezzo forte = medium loud

mezzo piano = medium soft







subito = suddenly



decrescendo = getting quiet

marcato = hammer like, forcefully

staccato = short

crescendo = getting loud Bowings Box!

Music Notation is just con sordino like words = with mute (changes the sound quality) in English! The composer uses symbols to convey a meaning!

Down Bow Up Bow Pluck the string Bow the string

The lessons that follow are centred around these musical selections. Feel free to use the MP3 files found on our website or in the playlist, or use these YouTube video examples. Beethoven: Symphony No. 5, 1st movement - https://www.youtube.com/watch?v=mXrV_y03c0o Siyahamba - http://www.youtube.com/watch?v=uYhofNQ4Rl0 Bernstein: West Side Story, Mambo - https://www.youtube.com/watch?v=Bp33WX9xIGs Dvorak: Slavonic Dances Op. 46/8 - https://www.youtube.com/watch?v=WIywT8fKVZA WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17

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LESSON 1: Exploring Motifs in Teacher Guided Activities Beethoven’s Symphony No. 5

Written by Suzanne Abbott (see bio on pg. 23)

The Marriage of Figaro Mozart Music Video Unit: “Party at Count Almaviva’s!” An Integration of Music, ArtsDance, Ed Drama and History

Big Ideas

on ti a c u d Arts E 2 - 3 -Stereo and CD of the Overture to The Marriage of Figaro Grades

ucation Grade 2

UNDERSTAND

Resources needed for the following unit:

Creative expre ssion Arts s v e Educ lo u p s m o u , r u a nique m a r ationBooklet” d , h c youridlocal -Assorted books about ofaMozart school library), and a copy of the “VSO Goes Global Teacher ea(check ncelife and times entiorty G e r Dathe a n d r v s o t ic a e r . a d 3 visuofalthe esoverture, the brief plot summary (Appendix A1), the character webe(Appendix g a and4 pages u -Overheads of the first score for the A2), and the g n ue la The music video criteria (Appendix d uniqA3) n a g m creatin ng. work ind and r o f -Teacher copies of the assessment rubric b toge cati A4) ni(Appendix ther ody commu crea tinghelp you assesswthe heprojects) n -1 video camera to film the music videos during the final presentations (for the students to watch and to work s of a Lesson #1: Introducing Mozart and Life in the 18th century rt. -Whiteboard, chalkboard, or chart paper for discussion ic, notesde

•

DO

Talk about Mozart’s biography (see page 7 in the “VSO Goes Global Teacher Booklet”) and read some literature to the class about the life and times of Mozart.

Curricular Competencies

* project. Do a quick search on the web and print a few photos of 18th century Note: Students will need a basic understanding of daily life in this time period for this clothing to provide visual aid for your discussion if you don’t have a book with illustrations to refer to. Lesson #2: Introducing and Discussing the Overture to The Marriage of Figaro ArtsBriefly Education • review facts about Mozart’s life and times from the previous lesson. • Show overheads of the first 4 pages of the score of the overture, and have the students follow the Exploring and creating score as the music plays. materials, movements, andwhat type of • • Explore Defineelements, an overtureprocesses, (it introduces a play or an opera, settingtechnologies, the mood). Asktools, the class of the techniques opera they thinkarts this will be, based on the overture. • • Create Ask the students whatcollaboratively they notice about theas music, either based on listening or reading artistic works and an individual using ideas inspired bythe score. imagination, Write theirinquiry, responses on the board. Guide responses until experimentation, andthe purposeful playthe class has mentioned texture changes in the orchestration from heavy to light, accents, and the overall mood/intensity (especially as created with the repeated notes in the strings). You may need to feed some answers depending Reasoning and reflecting on the ability of your class. Refer to the score whenever possible. and share how (dancers, actors, musicians, andright visual artists) use they • • Observe Listen again, but this timeartists with actions…have the students raise their hand every time materials, and movements, techniques processes, hear a “sforzando” shake their technologies, hands while thetools, stringsand are playing fast repeated notes, etc.

• Develop processes and technical skills in a variety of art forms to refine artistic abilities

Lesson #3: Introducing the Basic Plot and Main Characters to The Marriage of Figaro • Use Appendix A1 and A2 to introduce the general plot and character connections from The Communicating and documenting Marriage of Figaro. to works of art the musical ideas you brainstormed in Lesson #2 • • Describe Listen toand therespond overture again, and review document anddiscussion share creative works variety of ways • • Experience, If time, continue your class about daily life in in a the 18th century, and how the music of the • Demonstrate overture is suited to what the students know. Refer to movies that would suit this and discuss increasingly sophisticated application and/or engagement ofmusic curricular content why the music suits life at this time. An example of this conversation might look like this: (Student response) “It sounds regal and formal” (Teacher’s response) “What makes you say so, and where do you think this music would be played?” (Student’s response) “The instruments would be expensive to buy probably, so it would be somewhere where the people have money. Were there kings and queens in Europe at this time?” And so on…

WHAT A WONDERFUL WORLD

VSO Elementary School Concerts 16/17

20

KNOW

Content *

Core Competencies

Arts Education

• Communication » Connect and engage with others » Acquire, interpret, and present information » Collaborate to plan, carry out, and review constructions and activities

• elements in the arts, including but not limited to: — music: duration, rhythm, tempo, pitch, dynamics, form • processes, materials, technologies, tools and techniques to support arts activities • notation to represent sounds, ideas, and movement • personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment

• Creative Thinking » Generating ideas » Developing ideas

Essential Understanding As a result of this lesson, students will: • describe what a motif is • listen to the first movement of Beethoven’s Symphony No. 5 • create their own motif and vary their motif in performance

* As this lesson is intended for upper primary students, please refer to the appropriate curriculum document(s) for the specific Curricular Competencies and Content for the grade level(s) you are teaching. While they are very similar from grade to grade, subtle differences do exist.

Materials: -recordings or YouTube videos of the first movement of Beethoven’s Symphony No. 5 -books about Beethoven, such as Beethoven Lives Upstairs or Getting to Know the World’s Great Composers: Ludwig van Beethoven -Motif Activity handout -pens or pencils

Procedure: Lesson 1 1. Tell students that they’re going to hear a very familiar piece of music. Ask them to raise their hands once they recognize the piece. Play the opening to the first movement of Beethoven’s Symphony No. 5. 2. Ask students if they can name the composer or piece. Perhaps they have other information to share? What do they know already about Beethoven? 3. Listen to the opening 4 notes to the piece. Explain that this is a motif, which is a musical term meaning a repeated group of notes. Explain that Beethoven uses this 4-note motif throughout the first movement of his 5th Symphony. 4. Ask students if they can explain the rhythm. Are the four notes long notes, short notes, or a combination of both? After discussion, clarify that the rhythm is made up of three short notes followed by a long note. This is the rhythm that gets repeated again and again. Say the rhythm together: short short short LONG. Say the rhythm together while listening to the opening of the first movement. 5. Play the first movement in its entirety, asking the students to raise their hands whenever they hear that rhythmic motif. Remind them that throughout the movement, the notes may be different, but the rhythm stays the same. Ask them to think about how Beethoven is changing the motif as it repeats. Is it louder or softer? Is it faster or slower? Is it higher or lower? Lesson 2 6. Play the first movement of Beethoven’s Symphony No. 5. Ask students to think about the mood of the piece. How does it make you feel? What instruments do you hear? Discuss when the music is over. 7. Read Beethoven Lives Upstairs, or a similar book about Beethoven’s life, to the class. What was Beethoven’s life like? How would you describe his personality? If you lived in early 19th century Vienna, would you and Beethoven have been friends? Lesson 3 8. Explain to students that they’re going to compose a short motif of their own using 2 measures of quarter (ta) and eighth notes (ti-ti) and quarter rests (sh) in common time. Then, they’ll change the motif in at least two ways, using some of the same techniques used by Beethoven in the music they just heard.

9. In groups of 2 to 4, students can create their own motif using the Motif Activity sheet on the next page. 10. Once groups have created their own motif, they can create an original composition using their new motif. Students can use body percussion, non-pitched percussion instruments, or you could combine body percussion and non-pitched instruments with pitched instruments, such as Orff instruments, recorders and other classroom instruments. Their composition should follow this format: - First, perform the original motif. - Next, perform the motif with one element changed, such as tempo, dynamics or register. - Last, play the motif again with another change. 11. After students have had enough time to compose and practice, ask each group to perform their composition for the class. 12. As groups perform their compositions, ask students in the audience to try to figure out how the composers have changed their motif.

Assessment: Composition and performance of motif - Teacher will assess Motif Activity and student performance to see if the motif guidelines were followed and performed with changed elements.

Extension: Create a class composition - Compose another motif to be performed by the class together. Start with the class motif, followed by one small group motif. Continue alternating – class motif, small group motif, class motif, small group motif – until all small groups have performed. Be sure to end the performance with the class motif.

Motif Activity

Name: ______________

Fill in each box below with one of the following: 1 quarter note (ta) 2 eighth notes (ti-ti) 1 quarter rest (sh) When the boxes are full, practice your motif together. You can clap your motif, or use classroom instruments, Orff instruments or recorders.

Your group will perform your motif 3 times. The first time, you will perform your rhythm, as written. For the 2nd and 3rd times, you will change one element: tempo (faster/slower), dynamics (louder/softer) or register (snap/pat if using body percussion, or change instruments). 1st time: as written 2nd time: we’re changing it by _________________________________ 3rd time: we’re changing it by _________________________________

LESSON 2: Comparing Two Dance Pieces Big Ideas UNDERSTAND

tion a c u d E Arts -1

K Grades, music and

drama ning Dance, express mea s t r visual a nique ways. in u

2-3 Grades, music and

ue drama Dance, are each uniq s t g r n visual a ges for creati langua municating. m and co

DO

Arts Education Grade 2

People connec t to the hearts and minds of ot hers in a variety of places and times, through the ar ts.

Grade 3 The arts connec t our experiences to the experiences of others.

Arts Educ Grad ation es K1

Peo othe ple conn rs an ect t o d s h thro ugh are idea the a s rts.

Curricular Competencies * Arts Education Exploring and creating • Choose elements, processes, materials, movements, technologies, tools, techniques, and environments of the arts • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play • Explore relationships among cultures, communities, and the arts Reasoning and reflecting • Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques • Refine ideas, processes, and technical skills in a variety of art forms Communicating and documenting • Describe and respond to works of art • Express feelings, ideas, and experiences in creative ways • Describe and respond to visual and performing art pieces and provide constructive feedback

25

VSO Elementary School Concerts 16/17

WHAT A WONDERFUL WORLD

KNOW

Content *

Core Competencies

Arts Education

• Communication » Connect and engage with others » Acquire, interpret and present information

• elements in the arts, including but not limited to: — music: beat/pulse, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture • processes, materials, movements, technologies, tools and techniques to support arts activities • symbolism as expressions of meaning • personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment

• Creative Thinking » Generating ideas »Developing ideas

First Peoples Principles of Learning • Learning is embedded in memory, history, and story.

Essential Understanding As a result of this lesson, students will: • listen to Bernstein’s Mambo from West Side Story and Dvořák’s Slavonic Dances Op. 46 No. 8. • explore how music makes you feel, and how this can be reflected in art • compare and contrast these two different pieces of music

* As this lesson is intended for upper primary students, please refer to the appropriate curriculum document(s) for the specific Curricular Competencies and Content for the grade level(s) you are WHATteaching. A WONDERFUL WORLD VSO Elementary School Concertsdo 16/17 While they are very similar from grade to grade, subtle differences exist.

26

Materials: -recordings or YouTube videos of the first movement of Leonard Bernstein’s Mambo and Dvořák’s Slavonic Dances Op. 46 No. 8. -art supplies: paper, crayons, markers, etc.

Procedure: Lesson 1 1. Introduce the class to Leonard Bernstein. An accomplished pianist, conductor, composer, author, and educator, Leonard Bernstein was only 25 years old when he rocketed to world fame as a last-minute substitute conductor for a New York Philharmonic broadcast. The audience and orchestra’s reaction made him an instant success. Later, he became the Philharmonic’s Music Director and soon became a household name when he launched a series of televised Young People’s Concerts in which he introduced children around the world to classical music. He was the first American-born and American-trained conductor to achieve international stardom. Over his long life, he was a guest conductor for every major orchestra around the world. According to the New York Times, he was “one of the most prodigiously talented and successful musicians in American history.” 2. Introduce Inquiry Questions to Ask while Listening:

How does listening to this song make you feel? How would you describe the rhythm or beat? What were you thinking about when…? What did you hear/notice about the…sound/instruments/etc..? Who made the choices in how it sounded?

3. Play the first minute of an orchestral performance of “Mambo:” https://www.youtube.com/watch?v=q2Cyiq79K24. Have a class discussion, discussing the questions above. 4. After discussing the above questions, tell students about Mambo. ‘Mambo’ is one of the most famous sections from Leonard Bernstein’s musical, ‘West Side Story.’ A musical is a type of performance that uses songs, acting and dance to tell a story. As you listen to the music again, try to imagine what might be happening in the story, and draw a picture of this part of the story. 5. Hand out art paper to students, and ask them to take out colored pencils, crayons or markers. Listen to “Mambo” again, and have students draw while listening. You may want to play “Mambo” again in order to give students enough time to finish their art. 6. Ask a few students to share their artwork with the class, and to explain how their art was inspired by the music. 7. For a comparison, show “Mambo” from the West Side Story movie. https://www.youtube.com/watch?v=aenJ5V43Xvk Lesson 2 1. Ask the class about what they remember about “Mambo.” What type of music is it? Where does it come from? Etc.

2. Play a video of Czech folk dancers. https://www.youtube.com/watch?v=DSZyzZP71Lg 3. Discuss the video. What did you see? Where do you think these people are from? What were they wearing? Is that something you or I might wear here in Canada? (Talk about national costumes.) 4. Introduce the class to Antonin Dvořák. Antonin Dvořák (Czech Republic, 1841 – 1904) was born in a village just north of Prague. He was the oldest of nine children. His father was a butcher, and he wanted Antonin to become a butcher, too. Fortunately, an uncle noticed how musical Antonin was, and paid for him to take organ lessons.

Dvořák got a job as a church organist, but what he really wanted to do was compose. So he entered his compositions in a government-sponsored contest and won! The prize money allowed Dvořák to quit his church job, and made him well known as a composer.



In spite of the fact that he never took composition lessons, Dvořák taught composition at the Prague Conservatory. And he also taught in New York City for a couple of years. The last of Dvořák’s nine symphonies was written in the United States, and is nicknamed for the fact that it hails “From the New World.”



Dvořák borrowed the material for his Slavonic Dances from the rich folk tradition of the Czech culture in which he was raised. He brilliantly took the leaping dances, gallops, and polkas of his ancestors and put all of it into big stylish pieces of music. The 8th and last piece of the first set of Slavonic Dances is a fast and fiery dance called a ‘furiant’, one that shifts constantly: from major to minor, soft to loud, fast to slow. It’s definitely a dance that keeps dancers on their toes!

5. Remind students of the Inquiry Questions to Ask while Listening:

How does listening to this song make you feel? How would you describe the rhythm or beat? What were you thinking about when…? What did you hear/notice about the…sound/instruments/etc..? Who made the choices in how it sounded?

Ask them to listen to Dvořák’s Slavonic Dance, Op. 46 No. 8 with those questions in mind. Have a class discussion, discussing the questions above. 6. Hand out art paper to students, and ask them to take out colored pencils, crayons or markers. Listen to Dvořák’s Slavonic Dance again, and have students draw while listening. Play the piece again in order to give students enough time to finish their art. 7. Ask a few students to share their artwork with the class, and to explain how their art was inspired by the music. After hearing from a few students, ask students to come up with their artwork from “Mambo” and from Dvořák’s Slavonic Dance. How are they similar? How are they different? 8. Using a Venn diagram, have students compare and contrast their artwork created while listening to Bernstein’s Mambo from Lesson 1 to the artwork created while listening to Dvořák’s Slavonic Dance. Discuss with the students any similarities and differences. Ask the students if there was anything that surprised

Mambo

Slavonic Dance

Assessment - representative nature of music (artwork) Teacher will assess student artwork to see if the images created are a reasonable representation of the music (ie. does the intensity of the art match the intensity of the music) - how different elements of music can be used to express a particular emotion (Venn diagram) Teacher will assess the Venn diagram for completeness an accuracy in comparing and contrasting. Extensions: 1. Teach your students simplified mambo or furiant steps to perform with these pieces. 2. Identify some of the specific percussion instruments in “Mambo.” Have your students create their own percussion accompaniments for “Mambo.” They can create simple ostinati to accompany certain sections of the piece. 3. Have students create their own dance movements to one of these pieces. In small groups, they can create motions and steps that reflect the rhythms. Remind them of all the simple movements they know: skipping, walking, swaying, leaping, turning around, etc. Remind them to use their arms – raise them high, hold their neighbours by the shoulders, around the waist, etc. They must listen carefully for the abrupt changes in metre and accents. Movements must change when the rhythm changes. They can repeat the same motions and steps when the musical sections repeat.

Do you have any artwork you’d like to share with us? We’d love to see it! Our address is: Vancouver Symphony Orchestra 500-833 Seymour Street, Vancouver, BC, V6B 0G4.



Or scan and e-mail your art to: [email protected]

Passport Activity! Everyone has a nationality which means you are a citizen of a nation or country. Your nationality is shown in your passport, and that passport gives you the freedom to travel to other countries. When you travel, you receive stamps in your passport from the places you have visited. Print off the passport template on pages 31 - 42 for a What a Wonderful World keepsake and activity booklet. MATERIALS: Scissors, pens, stapler, Passport Print-out. What to do Step 1. Print out the passport template, double-sided, on 8.5 X 11 white paper NB** The template will make 2 passports. This means that each template page will appear twice on each piece of paper Step 2. Fold each piece of paper in half across the width so that the top half and bottom half are identical. Cut along the fold. Step 3. Separate the papers into 2 identical piles. Step 4. Take Page 1. and fold along the crease. The front page shall read Passport, What a Wonderful World. The back credit page shall be the very back of the passport. Step 5. Fold each page and collate so that the pages then read as follows: - Passport- Front Page - Left Side O Canada - Right Side - Pg 01 Identity Page - Left Side- Pg 02 Language Lesson - Right Side- Pg 03 Canada - Left Side- Pg 04 USA - Right Side- Pg 05 Brazil - Left Side- Pg 06 Germany - Right Side- Pg 07 United Kingdom - Left Side- Pg 08 Russia - Right Side- Pg 09 South Africa - Left Side- Pg 10 World Map - Right Side- Pg 11 World Map - Left Side- Pg 12 Composer Mix Up - Right Side- Pg 13 Composer Mix Up (continued) - Left Side- Pg 14 Word Scramble - Right Side- Pg 15 Fast Facts - Left Side- Pg 16 Music in Colour - Right Side- Pg 17 Music in Colour (continued) - Left Side- Pg 18 Music Diary - Right Side Pg 19 Music Diary - Left Side Pg 20 Siyahamba Sing-A-Long - Right Side Pg 21 Blank

Activity Extension: Use a stamp or stickers to mark the students’ progress through the passport

30

VSO Elementary School Concerts 16/17

WHAT A WONDERFUL WORLD

The Vancouver Symphony Education Programs 2016/17 www.vancouversymphony.ca/esc What a Wonderful World Elementary School Concert 2016/17 Support Material Also available online: *Study Guide *MP3 Listening Tracks

Passport What a wonderful world

© Vancouver Symphony 2016/17

The Vancouver Symphony Education Programs 2016/17 www.vancouversymphony.ca/esc What a Wonderful World Elementary School Concert 2016/17 Support Material Also available online: *Study Guide *MP3 Listening Tracks

© Vancouver Symphony 2016/17

Passport What a wonderful world

O Canada Français

Ô Canada! Terre de nos aïeux, Ton front est ceint de fleurons glorieux! Car ton bras sait porter l’épée, Il sait porter la croix! Ton histoire est une épopée Des plus brillants exploits. Et ta valeur, de foi trempée, Protégera nos foyers et nos droits Protégera nos foyers et nos droits.

English

O Canada! Our home and native land! True patriot love in all thy sons command. With glowing hearts we see thee rise, The True North strong and free! From far and wide, O Canada, We stand on guard for thee. God keep our land glorious and free! O Canada, we stand on guard for thee. O Canada, we stand on guard for thee.

V