Popejoy favorite Danú returns to ring in the holiday season in true Irish fashion. This year, Schooltime will host their high-energy performance, featuring a glorious mix of ancient Irish music and new repertoire. Danú thrills music lovers around the world with virtuoso players on the tin whistle, fiddle, button accordion and bouzouki accompanied with unforgettable vocals. In An Nollaig in Éirinn, the group brings a fresh approach to the heartwarming traditions of an Irish Christmas, captivating audiences of all ages with their acoustic, Celtic and folk music. Christmas with ’s leading traditional ensemble is fun, festive and full of surprises. “…a vibrant mix of virtuosity, energy, & empathy.” - The Washington Post

An Nollaig in Eirinn photo by John D. Kelly

Standards addressed by attending this performance Monday, FINE ARTS/THEATER AND MUSIC Content Standard 3: Integrate understanding of visual and performing arts by seeking December 12, 2012 connections and parallels among arts disciplines as well as all other content areas. Content Standard 5: Observe, discuss, analyze, and make critical judgments about 10:15am only artistic works. Standard 6: Show increased awareness of diverse peoples and cultures through visual - and performing arts. Grades: 2 12 LANGUAGE ARTS Curriculum Connections: Language Arts, Strand I: READING AND LISTENING FOR COMPREHENSION Fine Arts/ Music, Social Studies Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. SOCIAL STUDIES In this issue of Dreamcatchers– Strand II: GEOGRAPHY Introduction & Synopsis ...... 2 Content Standard II: Students understand how physical, natural, and cultural processes Irish Musical Instruments...... 2 influence where people live, the ways in which people live, and how societies interact with one another and their environments. Fun Facts ...... 2 Vocabulary ...... 3 As part of our mission to integrate the arts into classroom academics, the The Goddess Danú...... 3 Dreamcatchers Study Guides are designed to provide helpful information to be used by teachers and students before and after they attend our performances. Pre-performance Activities...... 4 The activities in these guides are suggested to stimulate multi-sensory Post-performance Activities...... 6 explorations of themes and concepts, so that the theatrical events are used for Outreach Activities...... 8 cross-cultural and language arts learning. Educators are encouraged to use Resources & Websites...... 8 our suggestions as springboards to lead students into meaningful, dynamic About the Company...... 8 learning, thus extending the experience of the plays. Worksheet...... 9 Etiquette...... 10 Selected Dreamcatchers materials provided by various resources noted throughout the guide. Introduction (http://worldmusic.about.com/od/learningmusic/p/IrishMusic.htm and http://www.netplaces.com/irish-history/preserving-irish-traditional-culture/irish-music.htm) O Irish music sounds very much the same today as it would have two hundred years ago. It is a diverse genre of folk music with many regional variations. The majority of traditional Irish music is music for dancing, but there is also a substantial ballad tradition. O Irish music is a free-form style. The length, pace, and musical composition of a given piece will change from night to night and from group to group. Traditional almost never play from written music; in the past, many of the best musicians couldn’t even read music. O The Irish love of poetic language mixed with their senses of humor and tragedy to produce the beautiful Irish ballad. The ability to compose and perform a beautiful ballad has been highly prized in Ireland for centuries. The ballad is generally sung by a single person, who may or may not be accompanied by instruments. Ballads range from a handful of lines to many hundreds of lines in length. They can tell stories of lost love, injustice and revenge, or what happened when the singer went to get a refreshment. O Traditional instruments used in Irish music include fiddle, bodhran, wooden flute, tin whistle, Uillean pipes, and the Irish harp. Also common are the accordion or concertina, guitar, banjo, and bouzouki (a large mandolin). These instruments have all become popular in Irish music within the last 100 years. O The time signatures and styles of tunes commonly found in Irish music include single jig (12/8 time), double jig (6/8 time), reel (4/4 time), hornpipe (swung 4/4 time), slip jig (9/8 time), and occasionally versions of polkas (2/4 time) and mazurkas or waltzes (3/4 time). All of these tune styles have corresponding traditional dances. O Sean nos (pronunciation: sean like shawn, nos rhymes with gross) literally means “old style” in the Irish language. Sean nos refers to a style of solo a cappella ballad singing. Though sean nos songs are not for dancing, they are an important part of traditional Irish music. Traditionally, sean nos songs are Gaelic, but some more modern ballads may be in English as well. O Irish music has always been an important part of both rural and urban life for the Irish people. However, after centuries of British rule, significantly renewed interest in Irish music and dance coincided with the burgeoning Nationalist movement of the late 1800s. A second major revival coincided with the American folk music revival of the 1960s, and has continued until present-day. O It is a common misconception that Irish music was hugely influential on American old-time and bluegrass music. These genres came from Appalachia, where a small number of Irish immigrants settled. (Most immigrants in Appalachia were Ulster Scots, Scottish and English). Irish music did, however, have a significant influence on the 1960s folk revival. That later influence went both ways: many American artists influenced Irish artists as well. O In the late 20th century, it was commonplace for young musicians to merge their traditional folk genres with rock and punk. Irish musicians were at the forefront of these folk-rock pioneers. Fun Facts - Irish Christmas Traditions (http://www.santas.net/irishchristmas.htm) The Gaelic greeting for ‘Merry Christmas’ is: ‘Nollaig Shona Duit’, which is pronounced ‘null-ig hun-a dit’. Christmas in Ireland lasts from Christmas Eve to the feast of the Epiphany on January 6, which is referred to as Little Christmas. The Irish observation of Christmas has many religious overtones. Lighted candles are placed in windows on Christmas Eve, as a guide that Joseph and Mary might be looking for shelter. The candles are usually red in color, and decorated with sprigs of holly. The placing of a ring of holly on doors originated in Ireland as holly was one of the main plants that flourished at Christmas time and which gave the poor ample means with which to decorate their dwellings. Irish women bake a seed cake for each person in the house. They also make three puddings, one for each day of the Epiphany such as Christmas, New Year’s Day and the Twelfth Night. After the Christmas evening meal, bread and milk are left out and the door unlatched as a symbol of hospitality. St Stephen’s Day, the day after Christmas, is almost as important, with football matches and gathering. For children, the Wren boys Procession is their big event. Boys carry a fake wren on a stick from door to door and sing. They are accompanied by others playing violins, accordions, harmonicas and horns. The reason for the ceremony is to ask for money ‘for the starving wren’, that is, for their own pockets. Children often put out Christmas sacks instead of stockings. It is tradition to leave mince pies and a bottle of Guinness out as a snack for Santa.

http://www.infobarrel.com/Hunting_the_Wren%3A__An_Irish_Christmas_Tradition

2. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn The Musical Instruments of Ireland Foremost among the traditional instruments of Ireland is the harp, the symbol of the Irish Republic. The harp is a truly ancient instrument, with a history spanning almost 5,000 years. It has been used in Ireland for well over 1,000 years. The modern Irish harp stands about 4 feet high, and has 34 strings, as opposed to 47 strings on the modern orchestral harp. The so-called Neo- Irish harp, strung with gut or nylon, is the most popular. Its tone is soft, like water dripping into a crystal bowl. Contrast this with the penetrating, fuzzily resonant, bell-like tones of the wire-strung harp. Thebagpipe features a bladder made of leather that is inflated through a pipe by the breath of the . The inflated bag is held under the arm and pressed with the elbow to force air through several reeded pipes that are attached to the bag. Bagpipes were used mostly in armies to provide marching music. In Ireland these military pipes were gradually supplanted by the Uilleann (pronounced “illyun”) pipes, which were invented sometime in the 16th century. They have become the national bagpipes of Ireland. This instrument is smaller and quieter than the other pipes, with a greater range: two octaves, as opposed to one for the war pipes. Uilleann pipes are not blown; instead, air is provided to the bag by means of a bellows that is held under the opposite arm and is worked with the elbow (hence the name Uilleann, or “elbow”, pipes). Most fiddles these days are strung with steel instead of gut or nylon. This difference, along with variations in technique, is all that really distinguishes the fiddle from the violin. It was first used in Irish music in the th17 century, and has remained a popular fixture of Irish music ever since. The high, shrill notes of the tin whistle are another fixture of traditional Irish music. It produces a wonder- ful music that is by turns lively or plaintive. Most tin whistles, or “penny whistles,” are metal cylinders, sometimes tapered, with a mouthpiece and six holes, or “stops.” They’ve been used in Irish music since at least the 18th century, replacing the bone whistles that had been used from time immemorial. Flutes have been about in various designs for centuries. Irish musicians tend to prefer older style wooden flutes with six open finger holes, as they feel it gives a tone more appropriate to their style of music. The bodhrán (pronounced bow-rahn) is a member of a class of percussion instruments known as“frame drums”. The best are made from a sheet of treated goatskin stretched over a wooden frame. A decorative design of some sort will often be painted on the drumhead. The tone of the bodhrán depends on its size and method of manufacture. Another percussion instrument used in Irish music is the “bones”. These are typically pieces of wood or bone (the ribs of sheep are common), which are held between the fingers and tapped together. Spoons have served as substitutes of expedience from time to time. Theconcertina was a generally popular instrument in the 19th century, and was even used in orchestras from time to time, but has been pretty much defined as a folk music instrument ever since. The concertina and the accordion, an instrument that works on a similar principle, are often used in Irish folk music. www.harpanddragon.com

Vocabulary The Goddess Dan˙ The band was named after Danú, the earth-mother goddess, said (www.dictionary.reference.com) to be the power of the land in Ireland. Legend states that her A cappella – singing without any musical accompaniment followers, the Tuatha de Danaan, the children of Danú, retreated Ballad – any simple song, especially one of sentimental or into the hollow hills during the rise of Christianity. Eventually, they became the Sidhe, or fairy folk. Now, Danú is known as the romantic character; a simple narrative poem of folk origin goddess of the fairy folk, although this may not have been one of Ceilidh – a Gaelic party with music, dancing, and often her original attributes. storytelling; “Céilídh” in Irish Danú is also purported to be the mother of many other Celtic Celtic – a branch of European family of languages, including gods. The Celts are not the only people to have worshipped especially Irish, Scots Gaelic, Welsh and Breton, which survive Danú. The Hindus have a goddess of the same name (without the now in Ireland, the Scottish Highlands, Wales and Brittany. accent). In fact, scientists have used the theory of place names Clarsach – traditional name for the Celtic Harp to suggest that Danú may have been worshiped throughout the Gaelic – a Celtic language that includes the speech of ancient Celtic world. Many places throughout Europe and Western Asia Ireland and the dialects that have developed from it, especially bear variations on her name, those usually known as Irish, Manx, and Scots Gaelic including: Danube (river in Hornpipe – a folk clarinet having one ox horn concealing Central Europe), Dniestr the reed and another forming the bell; lively jiglike dance, (river in Central and Eastern originally to music played on a hornpipe, performed usually Europe), Dniepr (river in by one person and traditionally a favorite of sailors. Eastern Europe, which flows from Russia to the Black Sea), Jig – a rapid, lively, springy, irregular dance for one or more and Don (one of the major persons, usually in triple meter. rivers in Russia). With so Polka – a lively couples dance of Bohemian origin, with music many rivers named after her, in double meter it is no wonder that the Reel – a lively Scottish dance Hindu goddess Danu is the goddess of water. image courtesy of wisdomquarterly.com

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 3. Pre-performance Activities Make a Bodhr·n Drum Grades: 3 – 8 Objectives: ž Students will learn about the Bodhrán drum as an instrument specific to Irish music. ž Students will create their own Bodhrán drums. Materials: q Empty oatmeal containers q Fabric or card stock paper q Scissors q Box cutter for the head of the drum q Glue q Pictures of Bodhrán drums q Construction paper q Ribbon or twine q Paint, markers, crayons, etc. q Beads, sequins, etc. q Thick rubber bands Procedures: 1. Ask students to bring empty oatmeal containers from home. Very carefully use a box cutter to cut 2 or 3 2-inch rings from the oatmeal container. (NOTE: An adult should do this ahead of time. Do not allow students to use the box cutters themselves!) Paint the rings with a neutral color as a base. 2. Find pictures of Bodhráns with Celtic decorations on them. (A Google image search will bring up many examples) Share these with your students. 3. Have students use books or the Internet to find various kinds of Celtic symbols and designs for their drums. Students can decide if they would rather use simple designs or more complex designs. Encourage students to pick designs that they will be able to replicate or easily trace. 4. With paints or markers students will decorate a piece of fabric or card stock paper with their chosen design. Make sure that the fabric or paper is cut to be just larger than the diameter of the ring from the oatmeal container. 5. Use the rings from the oatmeal container as the base for the drum. Have students decorate the exterior with paints, construction paper and glue, and markers. 6. Create the top of the drum by stretching the piece of fabric across the top of the ring or centering the card stock paper and folding down the edges. Use glue and a thick rubber band to hold the drumhead tightly in place. Trim any excess material below the rubber band. 7. Cover the rubber band by tying twine or string around the outside of the drum and secure with glue. Have the students continue decorating the finished drum as desired. Use chopsticks or pencils as drum mallets and allow students to experiment with playing their unique drums. 8. Listen to traditional Irish folk songs. A few of the songs performed by Danú can be found at http://www.baylinartists.com/artist/danu/tours/64/. An internet search for “Irish folk music” will bring up many other examples. Have students listen to the drumbeat in the songs and play along on their own drums. 9. Form a drum circle, where everyone plays his or her drum in collaboration. Students do not need to all play the same beat, but whatever they choose to play must complement what the other students are playing. You may want to play music to help guide the rhythms. Experiment with ways that the class can make interesting rhythms together. Extensions/ModiFications: È Research other instruments associated with traditional Irish folk music. If possible bring a few penny whistles or a fiddle into class. Allow the class to experiment playing these instruments. See if you can identify the sounds of the instruments in the examples of Irish folk music you find. È Older students may research the symbols they chose to decorate their drums. Students may give a short presentation on the meanings behind their decorations and why they were chosen. If time permits, students may look into the background of color symbolism, procurement and application. Assessment: Quality of student participation photos courtesy of harpanddragon.com

Standards

FINE ARTS/ VISUAL ARTS & MUSIC Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theater/drama and visual arts. Standard 2: Use dance, music, theater/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

4. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn Irish Step Dancing (http://www.youtube.com/watch?v=EfsMuAZP_wQ&feature=related) Grades: 3 – 12 Objectives: ž Students will follow a set of specific instructions. ž Students will demonstrate physical expression through dance. Materials: q CD player or computer with speakers q Irish music - preferably upbeat q Internet (optional - to watch the dance steps) Procedures: 1. Play examples of Irish music for the class. Songs from the show can be played at http://www.baylinartists.com/artist/danu/tours/64/. Ask students if they can think of any examples of Irish music or dance (Riverdance, The Chieftains, , etc.) Tell them they will be learning a type of Irish step dance in preparation for the performance. It may be helpful to find examples of Irish jig dancers online to show students if they have no familiarity with Irish dancing. Note: This is just one Irish dance step. In Irish Step Dancing there are a few set dances (the Blackbird, St. Patrick’s Day) that are the same whether you are in Ireland or America. Other dances (all that are not set dances) including the jig, are different depending on your teacher. This is one example. 2. Have students stand in a circle at first to learn the dance: Step right. Begin with your right foot forward, pointing your toe, Step left. left foot turned out. Step right. Right foot back to the left, jumping on to your toes. 5. Put this sequence all together at a slow pace, with your right Stay on your toes. foot forward, toes pointed, feet turned out. Kick your right foot out and back, then step left, Jump, Kick, Hop Back, 2, 3, 4. step right, step left. Jump, Kick, Hop Back, 2, 3, 4. 3. Try it three times in a row at a slow pace, striving to keep Jump, Kick, Hop Back, 2, 3, 4. your right foot forward, toes pointed, and feet turned out. 6. Now try both sequences together, from the beginning. Jump, Kick, Hop Back, 2, 3, 4. Run through it several times. Jump, Kick, Hop Back, 2, 3, 4. Once your group is comfortable with the combination, Jump, Kick, Hop Back, 2, 3, 4. speed it up! 4. Now add a second sequence. Turn up the music and have fun! Kick your right foot out. At the end, point your toe again and take a bow! Hop back with your right foot. 7. Perform your Irish dance for an audience or in groups for Hop back with your left food. the rest of the class. Extensions/ModiFications: È Research other kinds of Irish dances and search for instructions on how to do them. Put on a performance of Irish dances for an audience. Assessment: Quality of student participation Dance photo: Rhythm of the Dance at Popejoy Hall on March 2, 2013. Other photos courtesy of harpanddragon.com

Standards

LANGUAGE ARTS STRAND I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. STRAND III: Literature and Media Content Standard III: Students will use literature and media to develop an understanding of people, societies and the self. FINE ARTS/ MUSIC and DANCE Standard 2: Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 5. Post-performance Activities Christmas Candles (http://www.ehow.com/how_4855889_make-baby-food-jar-candles.html) Grades: 3 – 12 Objectives: ž Students will learn about the Irish Christmas tradition of placing a candle in the window on Christmas Eve. ž Students will make their own Christmas candles. Materials: q Baby food jars (one per student) q Scissors q Paraffin q Newspaper q Toothpicks q Plastic freezer bags q Candlewicks q Old saucepan Procedures: * Warning: You may want to recruit a couple of extra adults to help with this activity. Children should not handle hot wax! 1. Refer to the “Fun Facts” section for information about the Irish Christmas tradition of placing a candle in the window on Christmas Eve. Information about Irish Christmas traditions can also be found at http://pg4anna.tripod.com/xmas.htm. 2. Set the open baby food jars on several layers of newspaper to protect the counter or table from accidental wax spills. 3. Cut the piece of candlewick 2 inches longer than the height of the baby food jar. 4. Wrap one end of the cut candlewick around the center of a toothpick. 5. Place the wick in the center of the baby food jar, letting the toothpick hold the wick in place across the top of the jar. 6. Fill a large saucepan 3/4 full of water and bring to a slow boil. 7. Place a stick of paraffin in a plastic freezer bag and seal the bag shut. Food coloring may be used if you want to color the candles. 8. Place the freezer bag into the simmering water and let the paraffin melt. Let the top of the freezer bag hang over the top of the pot. (Note: You can also melt paraffin in a slow cooker on low, which may be easier in a classroom, however it may be difficult to clean the slow cooker afterwards.) 9. Lift the bag from the water and open a small section of the top of the bag. 10. Pour the melted paraffin into the baby food jars. 11. Allow the paraffin to harden for several hours, or overnight. 12. Have children decorate the glass with paints, markers, stickers, glue and glitter, etc. Extensions/ModiFications: Small milk cartons, like the kind sold in the cafeteria, may also be used. If you choose to use milk cartons, cut off the top of the cartons and use a Popsicle stick in place of a toothpick to hold the wick. Rip away the milk carton once the candle is cooled. Many different cultures and religions use candles as part of their winter holiday traditions. As a class, research a variety of holiday traditions involving candles (Advent wreath, Chanukah menorah, Kwanzaa Kinara, etc. How are they different? How are they similar? Assemble an informational display for the rest of the school about candle use in various winter holiday traditions. Assessment: Q Listens and follows directions

Q Quality of student participation photos courtesy of wikipedia.com

Standards

LANGUAGE ARTS Strand I: READING AND LISTENING FOR COMPREHENSION Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. FINE ARTS/ VISUAL ARTS Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

6. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn Carol of the Birds Grades: 3 – 8 Objectives: ž Students will learn the words and melody to a traditional Irish Christmas song. Materials: q Curoo Curoo as sung by the Clancy Brothers (http://youtu.be/PZNMu46WYMA) q Curoo Curoo Lyric Sheet (page 9) Procedures: 1. In Ireland the tradition of singing Christmas carols is still widely practiced. Many of the Christmas carols that we sing here in the USA are also sung in Ireland. In addition, Ireland has Christmas carols that are unique to their traditions. We will be learning one such carol. 2. Distribute the “Curoo Curoo” Lyric Sheet. 3. Play the Clancy Brothers version of the song and have students follow along. 4. Play the song again, and have students sing along. 5. Have students try to sing the song a cappella. 6. Share “Curoo Curoo” with an audience, perhaps as part of a Christmas caroling performance. Extensions/ModiFications: È Research other Irish Christmas Carols and learn their words and melodies. Perform Irish Christmas carols as part of an Irish Christmas celebration. È Use candles, holly and mistletoe to decorate your room as part of your celebration.

Assessment: photos and text courtesy of zeban.it Lark. Custer State Park, South Dakota, USA. Copyright © 2010, Alan D. Wilson Quality of participation Red finch. Deschutes National Forest, Oregon, USA. Copyright © 2006, Elaine R. Wilson.

The carol reflects the strong christian vocation The dove personifies the Holy Spirit in many of very important because it announces the birth: of the Irish. the Bible episodes. Jonah, for instance, is a Jewish “Curoo, curoo” gave, in fact, the name to the Its main characters are the birds, first called in a name which just means “dove”. carol itself. general way - “full many a bird” - later particularly The “red bird” in this carol refers to several kind The birds symbology has ancient origins with the referring to “the lark, the dove, the red bird”. of birds, as the robin, the ibis - a red crane - and divinely singing bird reviving from its ash, as the In Christian religion the birds are important the finch. In their red-coloured plumes hides their phoenix. Equipped of red plumage it became the figures. In medieval times, for example,the lark symbolical meaning. only animal which didn’t eat the forbidden apple simbolised the ascending prayer to God . Also the singing of these birds - “they did sing” - is offered byE va.

Standards

LANGUAGE ARTS STRAND I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. STRAND II: Writing and speaking for expression. Content Standard II: Students will communicate effectively through speaking and writing. STRAND III: Literature and Media Content Standard III: Students will use literature and media to develop an understanding of people, societies and the self. FINE ARTS/ MUSIC and DANCE Standard 2: Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 7. Outreach Activities The Rio Grande Valley Celtic Festival and Highland Games brings to New Mexico a celebration of the lifeways, traditions, cultural heritage and contributions of the Celtic nations to our American life. The Festival assembles an ever-shifting kaleidoscope of Celtic song, dance, traditional clothing (aye, the kilt!), foods, language revival, stories, poetry, humor, history, traditional and Celtic inspired music – from the famous Highland war pipes to incomparable delicacy of the harp – highland games, and other Celtic sports such as rugby, hurling and Gaelic football, to New Mexico. The Worlds Masters Championship is on May 18, 2013. This will be the 25th annual games in Albuquerque. Check out their website http://www.celtfestabq.com/ Anyone can learn about traditional Celtic Music at Apple Mountain Music. This store offers lessons and carries many instruments used in Celtic music, including Irish flutes and whistles. http://www.applemtnmusic.com/ Celtic music can also be heard on a local radio station Monday, 10:00 p.m. - 11:00 p.m., during The Thistle and Shamrock program, which airs on KANW 89.1. http://www.kanw.com/programs/thistle-shamrock Resources & Websites Websites Home site for the band – Traditional music and song from Ireland http://www.danu.net/ http://homepage.tinet.ie/~fionnmacgiollachuda/Danu/danuindex.htm Listen to samples of Danú’s CDs http://homepage.eircom.net/~mooneyspub/Danu/English/danucd.htm http://www.myspace.com/danuband Penn State musicology instructor Lisa Jenkins talks about the history of Irish music and how it has become a worldwide phenomenon. Members of the Celtic band Callanish introduce their instruments and perform musical selections. (49 minutes) http://www.youtube.com/watch?v=jXccNOUTe7o Irish Songs - Music, Lyrics and Midis for Traditional, Drinking and Folk Songs photo by John D. Kelly http://www.ireland-information.com/irishmusic/irishsongs-music-lyrics-midis.htm Irish Tin Whistle Tutorials and Lessons – all levels Traditional http://www.whistletutor.com/lessons/ http://www.wikihow.com/Play-the-Tin-Whistle music and the songs of Ireland About the Company

After the first members of Danú met in 1994, the band consisted of four members: Benny McCarthy, Donal Clancy, Donnchadh Gough and Daire Bracken. In Lorient, the band became an instant success and they were immediately invited to return in 1996. This time, though, brothers Tom and Eamonn Doorley from Dublin joined the group. The same year, Danú won La Boulee Des Korrigan, an award for the best new band of the festival, a prestigious award previously won by bands such as , The Bothy Band and many others. The band released their debut in March 1997 to coincide with a debut tour in the USA. This album featured Carthach Mac Craith on vocals and generated a lot of publicity and interest in Danú. The band’s high-energy performance style quickly became very popular on the festival circuit, and in August 1997, they made their first of many appearances at Denmark’s Tonder Folk Festival. During this time, the band also began to develop a strong fan-base in the United States, and in 1999 they signed to the US based Shanachie record label. The much anticipated second record by Danú was released in 2000, Think Before You Think, debuting three new members of the band: Jesse Smith, Noel Ryan and Ciaran O Gealbhain. In 2002, Danú released All Things Considered, which saw Donegal fiddler Oisin McAuley take over as the band fiddler from Jesse Smith. A year later, the band released The Road Less Traveled, which introduced the first female member of the band, Muireann Nic Amhlaoibh, and welcomed the return of founding member Donal Clancy. In early 2006, Danú boasted its sixth successful album release when When All is Said and Done hit the shelves. The band also recorded a live performance in one of Ireland’s favorite venues, Vicar St in Dublin; the DVD of this show was released in 2006 aptly titled One Night Stand. Danú has gathered dozens of awards over the years, hundreds of five-star live and album reviews and performed on over a thousand stages. In addition, Danú performed at the launch of Ireland’s European Union presidency ceremony in Brussels in 2004, as well as in India as part of the Irish government’s trade delegation in January 2005.

8. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn Curoo Curoo (Carol of the Birds) (See http://youtu.be/PZNMu46WYMA to hear a recording) Full many a bird did wake and fly Curoo, curoo, curoo Full many a bird did wake and fly To the manger bed with a wandering cry On Christmas day in the morning Curoo, curoo, curoo Curoo, curoo, curoo

The lark, the dove, the red bird came Curoo, curoo, curoo The lark, the dove, the red bird came And they did sing in sweet Jesus’ name On Christmas day in the morning Curoo, curoo, curoo Curoo, curoo, curoo

The owl was there with eyes so wide Curoo, curoo, curoo The owl was there with eyes so wide And he did sit at sweet Mary’s side On Christmas day in the morning Curoo, curoo, curoo Curoo, curoo, curoo

The shepherds knelt upon the hay Curoo, curoo, curoo The shepherds knelt upon the hay And angels sang the night away On Christmas day in the morning Curoo, curoo, curoo Curoo, curoo, curoo

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 9. Each touring production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. They include new plays, familiar stories, literary works, biographies, mythology, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication and imagination. With such a vast audience to serve, our productions are designed to target different grade ranges. Please review these materials to make sure the grade recommendations and content are appropriate for your group.

Music, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine. A poster of Theater Etiquette is included on the website. Please post it and discuss it with your students before coming to the performance. Seeing a live performance is a special experience. Although it is not required, many people enjoy dressing up when they attend the theater. Gentlemen should remove hats or caps when inside the building. Please enjoy your food, drink, and gum in the lobby. Please allow ushers to seat your entire group before rearranging students and/or taking groups to the restroom. Photography and recordings of the shows, as well as cell phones, texting, or gaming are all strictly prohibited during the performances. Crying babies, unhappy siblings, and other loud noises disturb the actors and the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors. Some shows are interactive, and involve audience participation; some are not. Discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert. During a musical, it is appropriate to clap at the end of a song. During a ballet or dance performance, it is appropriate to clap at the end of the number. Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on. “For each petal on At the end of the show, after the applause, remain in your seats until you are the shamrock. dismissed from the theater. If you are staying for the Question & Answer session, remain in your seats This brings a wish until the house clears and then move down front toward the stage. your way. SAFETY Good health good Adult  For the safety of our younger visitors, UNM requests clearly visible school 2012 - 2013 POPEJOY SCHOOLTIME SEASONSEASON2013 POPEJOY SCHOOLTIME 2013 POPEJOY SCHOOLTIME - - 2012 2012 Supervision identifiers on all students PreK – 2nd grade. Ex.: matching t-shirts or hats, luck, and happiness Required school/teacher tags, etc. For today and  Teachers and students should immediately report to the kiosk (round desk) in the main lobby if they become separated from their group. every day.”- Irish Blessing  Restrooms are open to the public. Please escort students. Dreamcatchers are produced by the  Backpacks, strollers, car seats, and lunches must remain in the lobby, as per Education Department of Popejoy fire code. If possible, we recommend that these items are not brought into the Hall, Albuquerque, New Mexico. building. We cannot monitor ownership, and UNM is not responsible for Find us at: www.schooltimeseries.com any misplaced or stolen items. Contact: [email protected] Join our community at: www.facebook.com/schooltimeseries The Popejoy Schooltime Series is supported in part by awards from- Popejoy Hall, New Mexico’s premier nonprofit venue for the performing arts The Eugene and Marion Castiglia Popejoy Children’s Schooltime Endowment and entertainment. The Popejoy Schooltime Education Endowment The Popejoy Schooltime Series is a program of The Univeristy of New Mexico.

2011 VINTAGE ALBUQUERQUE

The Popejoy Mission: To provide access to the performing arts for all New Mexicans.