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GRS Peter and the Wolf Teacher Guide 2020 Final Without Hyperlinks Pete and the Wof Januay 24th - 28th, 2020 TEACHER GUIDE Prepaing fo the Cocet CONCERT POLICY Here are a few policy details to share with you. Please review and reach out if you have any questions. Please review all reservation information to verify that it is correct. Direct any corrections to: Mady Steffen, [email protected] | 616.454.9451 x145. All persons attending the performance must be accounted for in your reservation numbers, including drivers, chaperones, and aides. Additional tickets are not available at the door. Join me in letting the chaperones know that infants and toddlers are not permitted at the school performances. There are no refunds or exchanges on extra or unused reservations, including cancellations due to weather and other circumstances preventing a school or groups from attending their reserved performance. In cases of severe weather: Please ensure that your young concert goers are dressed appropriately for the weather they will encounter. They may have to wait in the outdoors momentarily. Unfortunately, changes in drop-off/pick-up procedures are not possible to accommodate inclement weather. In rare instances, the GRS has canceled concerts due to weather. Cancellation information due to severe weather will be available on the GRS website on the day of the performance. On the day of the performance, all Education Department staff will be at the concert venue. Therefore, they will be unavailable to answer e-mails or phone calls. Don’t hesitate to fnd last minute answers by visiting the GRS website, GRSymphony.org All concerts, dates, times, locations, programs, and performers are subject to change without notice. Day of the Cocet DATES: January 21st - 24th, 2020 TIMES: Tuesday 1/21/20 @ 9:30-10:15AM Tuesday 1/21/20 @ 10:45-11:30AM Wednesday 1/22/20 @ 9:30-10:15AM Wednesday 1/22/20 @ 10:45-11:30AM Thursday 1/23/20 @ 9:30-10:15AM Thursday 1/23/20 @ 10:45-11:30AM Friday 1/24/20 @ 9:30-10:15AM Friday 1/24/20 @ 10:45-11:30AM Arrive no more than 20 minutes prior to the start time listed on your ticket. LOCATION: Dan Heintzleman Fine Arts Center 2587 Boulevard Wyoming, MI 49519 ARRIVING BY BUS - All buses must enter on Boulevard Dr. SW and pull in front of door 8 for drop-off. - Then proceed to the football feld parking lot until end of performance. Volunteers will be on site to direct all traffc. - All buses will depart via Shannon Ave. NW ARRIVING BY CAR - All cars can park in front of door 8. Enter building through door 8. Volunteers will be on site to direct you to your seats. Day of the Cocet DATES: January 28th, 2020 TIMES: Tuesday 1/28/20 @ 9:30-10:15AM Tuesday 1/28/20 @ 10:45-11:30AM Arrive no more than 20 minutes prior to the start time listed on your ticket. LOCATION: Hudsonville Fine Arts Auditorium 3370 Allen St. Hudsonville, MI 49426 ARRIVING BY BUS - All buses use Allen St. entrance. Volunteers will direct buses to the loading lot. - Volunteers will be on site to direct you to your seats. - Walk to/from bus and enter/exit building though door D. Volunteers will be on site to direct all traffc. ARRIVING BY CAR - All cars use Allen St. entrance and park in lot in front of door A. - Volunteers will be on site to direct you to your seats. - Enter/exit building through door A. How to Use this Guide Included in this guide are a few suggested activities to help students prepare and refect on the Lollipop Concert they are attending. Please note that this is a general guide written for teachers with many different abilities and backgrounds. Also, since this concert is for students grades K-2, the suggested activities are intentionally conceptual to make them easily adaptable to specifc grade levels. We hope that you will fnd this information helpful in your preparations for your trip to the Symphony. What to know when coming to the concert • Prepare the students for what they will hear and see! Not only will your students be able to experience the Grand Rapids Symphony, but this year we are pleased to also feature members of 61Syx Teknique. 61Syx is a collective of dancers who believe in empowering the community through the different styles of Street Dance. 61Syx uses HipHop’s “In the now – movement” mentality to build character, confdence and individuality. The group believes in passing down the legacy of Breakin’(breakdance). • The concert will be 45 minutes long. • Please use restrooms before you leave your school. Restroom space at the concert venue is limited and we request that restrooms only be used in case of emergency. • At the concert, adults should model appropriate concert behavior by listening quietly and not distracting other people by grading papers, talking, or coming and going from the concert area. Content Standards and Activities It is the purpose of the Lollipops Concert to reinforce music classroom learning by presenting a story involving music from the modern symphony orchestra for the students to see and hear, thereby strengthening student learning and understanding for the following Arts Content Standards and Benchmarks (Michigan Department of Education). We have supplied multiple activities that include many content standards. These are found on the following pages. Using the Listening Maps We have provided a listening map that represents the melodic content for each character in the story. Recordings of the music will include the introduction, which demonstrates the music for each character. Invite students to have a discussion about how the music for each character helps create an aural picture of each character. 1. Once the students are familiar with the map for each character, invite students to create a story board using the maps. 2. In the story, not all melodies are used in their entirety. • Use the maps to talk about how the composer uses melodic fragments to tell the story. Music GLCEs Suggested Ac?vi?es All students will analyze, describe, and evaluate works of ANALYZE—Standard 3: art. • ART.M.III.(K) (1) (2).3 Invite students to establish how “good” is qualified. • Describe the music performed and presented by Invite students to explore if all people share the same moving, drawing, or through other appropriate idea of “good”. responses. • Develop an method for evalua2ng the concert they will hear. ART.M.III.(K) (1) (2).4 Introduce music vocab- Use the evalua2on tool to asses the concert. Chart/graph ulary emphasizing opposites; i.e. fast and slow, their responses. Compare and contrast their results with oth- loud and soD (K); melody, harmony, rhythm, tone er classes that may have a;ended the performance. color/Imbre, form (1); Introduce music vocabulary to describe the qualiIes of music of various styles Ac?vity: Aaer the concert, invite the students to share if they (2). liked or disliked the performance, paying special a;en2on to why they have that opinions. ART.M.III.(K) (1) (2).6 Devise student-created criteria for objecIve valuaIon of performances Guiding Ques?ons: Can we graph any common opinions, and composiIons. characteris2cs, etc.? What does the graph show about our musical preferences? Who else can we interview for their ART.M.III.(K) (1) (2).7 IdenIfy and support preferences? (parents, office staff, siblings, other personal reacIons to a musical selecIon. classrooms) How do these graphs differ from our classroom graph? Understand, analyze, and describe the arts in their historical, ANALYZE IN CONTEXT—Standard 4: social and cultural context. • Before listening to the musical selec2ons for each charac- ter in the story, invite students to first: describe what each character looks like using words; second: invite stu- dent to describe what they might expect the music for each character to sound like. ART.M.IV.(K) (1) (2).1 IdenIfy and describe disInguishing characterisIcs of starkly con- Ac?vity: Create a chart of the descrip2ve words that the stu- trasIng styles. dents chose for both the musical, and non-musical character- is2cs of each character in the story. One by one, listen to each musical selec2on and invite the students to graph how their expecta2ons were supported/unsupported by the com- poser’s music. 3 Using Melody Maps Just like we use maps to find our way around an unfamiliar city, musicians use their printed music as a map to create the music the audience hears. Young listeners can create their own map of the music to help direct their listening to elements of the music. Just remember a few guidelines: • The simpler the better • Your map doesn’t have to represent every note, or every phrase. If your class is familiar with a song that uses a verse-refrain form (like Jingle Bells), consider making the map for the refrain only, or even just one phrase of the refrain. • Reinforce shapes and symbols that your students know, or create all new shapes—whatever best represents the music to your students. • The shapes do not have to be placed on the map to mirror the melodic con- tour (such as putting symbols for high notes high on the page, and symbols for low notes low on the page, etc.). Here’s how to do it: 1. Invite students to discuss how different sounds could be represented by a shape or sym- bol. For example, a series of short notes might look like this: By making the dots start small and gradually get larger, students could also be representing music that starts quietly and gets louder, or starts with a few instruments and adds more and more.
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