Concert Preparatory Packet for Teachers

Hawaii Youth Symphony Youth Symphony I December 8, 2014 Blaisdell Concert Hall Notes About This Prep Packet

This packet was created to help you prepare your students for your concert.

Generic materials Because the age of students in the concert audience range from Kindergarten to Grade 8, and because the three Youth Symphony orchestras are playing a total of 13 different pieces, these materials are rather generic. Please adapt them to your specific grade level and needs.

FREE CD! Listening CDs are available free of charge. If you would like one, and promise to play it in your classroom, please let the teacher in charge of this field trip know and have them email [email protected] with the request. In order to get the most out of your field trip, it is best that the students come prepared, and that your concert is a culminating activity rather than just exposure.

Note: The sing-along songs on your CD are straightforward versions with no repeats or special endings. Please follow the song leader at the concert.

When to listen You may set aside time for direct, intentional listening experiences, or you may play the CD during seat work time, transition time or other “down” time. The more the students hear the music, the more they’ll enjoy the concert.

Sing-along songs Students should practice songs in class and try to memorize them. Use the lyrics creatively in Language Arts!

Worksheets Several generic worksheets have been created. Some of them require that students have the two pages of information about the instruments families, found in the Student Resources packet.

Web resources Students will love these interactive websites:

Dallas Symphony Orchestra - all about the instruments, including sound samples! http://www.dsokids.com/listen/by-instrument/.aspx or go to www.dsokids.com, click on Listen and click on By Instrument

Carnegie Hall’s “The Young Person’s Guide to the Orchestra” - an awesome quest game! Learn about the instruments while finding and collecting them. It takes several days to complete. http://listeningadventures.carnegiehall.org/ypgto/index.aspx

Students will need to create a user ID and password. Teachers may create a class list and monitor student progress in the Instructor Module. http://listeningadventures.carnegiehall.org/ypgto/teachers/logon.aspx Music Standard/Benchmarks for DOE Schools Hawaii Youth Symphony Concerts December 2014

HCPS III Music: Understands and applies elements of music and understands how music communicates ideas, feelings, and experiences across cultures

Grade K

Benchmark FA.K.2.2 Demonstrate simple representation of high and low, short and long, loud and soft, fast and slow (use concert pieces as examples)

Benchmark FA.K.2.3 Use an instrument to maintain a steady beat using quarter notes and quarter rests (clap/play to recordings of concert pieces)

Benchmark FA.K.2.4 Identify various sources of music that can be heard in daily life and their purpose (name the orchestra as a source of music)

Grade 1

Benchmark FA.1.2.5 Sing a simple song with appropriate vocal range from memory (learn and sing the sing-along songs)

Benchmark FA.1.2.6 Identify families of instruments and how each sound is produced (learn about instruments)

Benchmark FA.1.2.7 Explain how music can communicate ideas and moods (explain what the music makes you feel or think of)

Grade 2

Benchmark FA.2.2.4 Describe instrument families and sounds from various cultures (learn about instruments)

Music Standard/Benchmarks for DOE Schools

HCPS III Music: Understands and applies elements of music and understands how music communicates ideas, feelings, and experiences across cultures

Grade 3

Benchmark FA.3.2.3 Identify simple musical forms and melodic or rhythmic ostinato (repeated) pattern (musical form of sing-along song or concert pieces)

Benchmark FA.3.2.4 Identify the basic instruments of the orchestra by sight, sound, and category, e.g., brass, woodwind, percussion, strings (learn about instruments)

Benchmark FA.3.2.8 Use specific musical terms, e.g., dynamics, tempo, to respond to elements of a musical performance (post-concert discussion/reflection)

Grade 4

Benchmark FA.4.2.4 Identify musical forms (e.g., rondos), theme, and variations (identify musical form of concert pieces)

Benchmark FA.4.2.6 Compare and contrast musical styles from two or more cultures (---depends on concert pieces)

Grade 5

Benchmark FA.5.2.5 Analyze musical elements when explaining or critiquing a musical selection or musical performance (analyze concert pieces)

Benchmark FA.5.2.6 Compare the use of musical elements in aural examples of American music and in music from other cultures (--depends on concert pieces)

Grade 6-8

Benchmark FA.6-8.2.7 Evaluate the effectiveness of a musical performance or composition (evaluate effectiveness of concert or piece)

Benchmark FA.6-8.2.8 Compare the role of music and composers in various cultures and time periods (learn background of pieces and composers, compare)

“Listen & Learn” School Concert Monday, December 8, 2014 9:30 am and 11:00 am

Youth Symphony I Henry Miyamura, Conductor

Selections/excerpts to be chosen from the following:

The Star-Spangled Banner (sing-along) Francis Scott Key arr. Arthur Luck Hawaiʻi Ponoʻi (sing-along) Henri Berger Words by King David Kalakaua arr. John Smith Le Roi d’Ys Overture Edouard Lalo Marche Slave (Slavonic March) Pyotr Ilyich Tchaikovsky West Side Story Leonard Bernstein arr. Jack Mason Mele Kalikimaka (sing-along) Robert Alex Anderson arr. Angel Peña America the Beautiful (sing-along) Samuel A. Ward Lyrics by Katharine Lee Bates arr. Arthur Luck The Thunderer March John Philip Sousa Program Notes and Background Information Youth Symphony I December 8, 2014

Youth Symphony I will play excerpts from the following pieces:

Le Roi d’Ys (The King of Ys) Overture An overture is music that is played at the beginning of an opera. Its purpose is similar to that of music played during opening credits of today's movies. The audience is treated to a taste of things to come. Operatic overtures often feature important arias (songs for solo voice) and some incidental music that whet the audience's appetite.

French composer Edouard Lalo (1823 – 1892) was intrigued by the legend of Ys, a mythical city, said to have been swallowed by the sea. Legend locates the sunken Ys just off the Brittany coast, somewhat like a Celtic Atlantis. (Brittany is a region of northwest France. It was once an independent country. The culture of its people was more Celtic than French.)

Ys, once believed to be Europe’s most magnificent city, was built below sea level, with dikes and bronze gates holding back the sea. Lalo’s opera Le Roi d’Ys (The King of Ys) tells the story of a love triangle in which jealousy leads to an act of revenge -- the opening of the city gates, allowing the sea to drown the city. In the end, total loss is averted by divine intervention. The opera was premiered on May 7, 1888. It has largely been forgotten today, as only the overture and one aria are occasionally performed.

Listen for:  clarinet solo  trumpet fanfare and accents, with military themes  contrasting moods  cello duet  music suggesting impending doom

Marche Slave (Slavonic March) It was a time of war! The Principality of Serbia sought independence from the Ottoman Empire. Many Russians sympathized with their fellow Slavs and sent aid and volunteer soldiers to fight against the Turks in the Serbian-Ottoman War (1876-88).

Russian composer Pyotr Ilyich Tchaikovsky (1840 – 1893) was asked by the Russian Musical Society to compose a piece for a concert that was to benefit the Slavonic Charity Committee and wounded Russian soldiers. The result was Marche Slave (Slavonic March), composed in October 1876. The piece describes the oppression of the Serbs by the Turks, Russia as allies to the Serbs (the Russian National Anthem) and Russian volunteers marching to join the Serbian cause.

Although Tchaikovsky wrote 11 operas, six symphonies, four concertos, and more than 60 other compositions, he is best remembered today for his three ballets Swan Lake, The Sleeping Beauty and The Nutcracker. His 1812 Overture and Marche Slave are considered to be program music, meaning music intended to describe definite images, scenes, or events.

Listen for:  marching feet  escalating confusion and chaos of war  Russian national anthem played by the low brass  a furious ending

West Side Story Romeo and Juliet in New York City? The idea for West Side Story came from Jerome Robbins, American choreographer, who was helping a friend learn the part of Romeo for a production of Shakespeare’s “Romeo and Juliet.” Robbins suggested that his friend imagine a “Romeo” of today, dealing with today’s issues, and that idea became West Side Story. In 1949, Robbins gathered a group of artists, which included composer Leonard Bernstein (1918 – 1990), to make the musical. After being put aside for a while, West Side Story was eventually completed and made its debut on Broadway in 1957 and on film in 1961.

The musical tells the story of the rivalry between two teenage street gangs from different ethnic and cultural backgrounds. The star-crossed lovers in this case are Tony, from the Jets (American) gang and Maria, whose brother is a member of the Sharks (Puerto Rican) gang. Songs featured in Jack Mason’s arrangement of West Side Story are: “I Feel Pretty,” “Tonight,” “One Hand, One Heart,” “Cool” and “America.”

Listen for:  a jazz feel in “Cool”  the mixed meter feeling in “America” - Count a fast 6, then a slower 3: 1-2-3-4-5-6 1 2 3 1-2-3-4-5-6 1 2 3

The Thunderer March John Philip Sousa (1854-1932) was an American composer and conductor, known especially for his American military and patriotic marches. Because of his mastery of march composition he is known as "The March King." The Thunderer March (1889) is one of Sousa's most famous marches. The origin of the name is not known, though it is speculated that it gets its name from the "pyrotechnic” effects of the drums.

Sing-along Songs The Star-Spangled Banner America the Beautiful Hawaiʻi Ponoʻi Mele Kalikimaka

These songs should be familiar to students of all ages. They should be part of their “must know” repertoire. Please have students memorize lyrics, not only for the concert, but to add to their general knowledge. These songs are included on the concert preparation CD. If you haven’t ordered one when you made your reservations, would like one, and promise to play it in your classroom, please email [email protected] and request a free copy.

Youth Symphony I Sing-along Lyrics Monday, December 8, 2014

The Star-Spangled Banner Mele Kalikimaka O say can you see by the dawn’s early light, Mele Kalikimaka is the thing to say What so proudly we hail’d at the twilight’s last gleaming, On a bright Hawaiian Christmas Day. Whose broad stripes and bright stars through the perilous fight That's the island greeting that we send to you O’er the ramparts we watched, were so gallantly streaming? From the land where palm trees sway. And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there, Here we know that Christmas O say does that star-spangled banner yet wave Will be green and bright O’er the land of the free and the home of the brave? The sun to shine by day And all the stars at night Mele Kalikimaka is Hawaii's way America the Beautiful Hawai‘i Ponoʻī O beautiful for spacious skies, Hawaiʻi ponoʻī, nānā i kou moʻī To say Merry Christmas to you. For amber waves of grain, Ka lani aliʻi, ke ali‘i For purple mountain majesties Makua lani ē, Kamehameha ē Tag: Above the fruited plain! Na kaua e pale, me ka ihe To say Merry Christmas America! America! A very Merry Christmas God shed his grace on thee. To say Merry Christmas to you. And crown thy good with brotherhood From sea to shining sea!

Youth Symphony I Sing-along Lyrics Monday, December 8, 2014

The Star-Spangled Banner Mele Kalikimaka O say can you see by the dawn’s early light, Mele Kalikimaka is the thing to say What so proudly we hail’d at the twilight’s last gleaming, On a bright Hawaiian Christmas Day. Whose broad stripes and bright stars through the perilous fight That's the island greeting that we send to you O’er the ramparts we watched, were so gallantly streaming? From the land where palm trees sway. And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there, Here we know that Christmas O say does that star-spangled banner yet wave Will be green and bright O’er the land of the free and the home of the brave? The sun to shine by day And all the stars at night Mele Kalikimaka is Hawaii's way America the Beautiful Hawai‘i Ponoʻī To say Merry Christmas to you. O beautiful for spacious skies, Hawaiʻi ponoʻī, nānā i kou moʻī For amber waves of grain, Ka lani aliʻi, ke ali‘i Tag: For purple mountain majesties Makua lani ē, Kamehameha ē To say Merry Christmas Above the fruited plain! Na kaua e pale, me ka ihe A very Merry Christmas America! America! To say Merry Christmas to you. God shed his grace on thee. And crown thy good with brotherhood From sea to shining sea!