The Music Center's Study Guide to the Performing Arts

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The Music Center's Study Guide to the Performing Arts MUSIC TRADITIONAL ARTISTIC PERCEPTION (AP) ® CLASSICAL CREATIVE EXPRESSION (CE) Artsource CONTEMPORARY HISTORICAL & CULTURAL CONTEXT (H/C) The Music Center’s Study Guide to the Performing Arts EXPERIMENTAL AESTHETIC VALUING (AV) MULTI-MEDIA CONNECT, RELATE & APPLY (CRA) ENDURING FREEDOM & THE POWER THE HUMAN TRANSFORMATION VALUES OPPRESSION OF NATURE FAMILY Title of Work: they perform. Powered by a cutting-edge attitude, Bang Cheating. Lying. Stealing. (1995) on a Can is an undeniable force in the search for and cre- Performed by the Bang on a Can All-stars ation of new music. Creators: About The Artwork: Composer: David Lang, Founders: David Lang (b. 1957), Michael Gordon (b. 1958) and Julia Wolfe (b. 1958) David Lang describes Cheating. Lying. Stealing. as an observation of the darker elements within the human Background Information: personality. The piece is a sequence of five sections that Bang on a Can composes and performs pieces that reveal explore different musical textures and emotional limits. an exciting new hybrid of many musical styles, including The music is filled with heavy and aggressive accents rock, classical, folk, world and electronic music. played by all the instruments at different times within American composers Michael Gordon, David Lang and the piece. The instruments you will hear are bass Julia Wolfe founded the Bang on a Can festival in 1987, a clarinet, cello, piano and percussion (marimba, bass one-week marathon of new and innovative music with drum, snare drum, triangle, and the brake drums of a no stylistic restrictions. The Bang on a Can All-stars car). Composed for four musicians, Cheating. Lying. bring this challenging music to life with a combination Stealing. is filled with a wide variety of sounds. of instruments resembling a rock band: drums, bass, Creative Process of the Artist or Culture: electric guitar, keyboards and cello. The All-stars music There is no lead voice in this music; instead each instrument which is funky, gutsy and energetic requires no special participates in creating a variety of moods and feelings musical listening experience to enjoy. Bang on a Can that drive the piece forward. It is a push-and-pull evokes a gamut of moods as they use musical sound to relationship, with each instrument becoming forceful express feelings of joy, fear, excitement, anxiety and for a short period of time, until overpowered by another aggression in a raw fashion. Based in New York City, instrument. This creates an atmosphere of conflict, Bang on a Can developed as a reaction to a divided struggle and anxiety. The musical musical scene that made many musicians feel they didn’t phrasing of the piece suggests images of fit in. Michael, David and Julia fought back by creating twitching, crying, whining, laughing music that reflected their intellect, classical training, and arguing. emotional spirit and urban consciousness. By combining the experiences of a rock show and a classical concert, New York they impact their audiences with a new sensation. Currently Bang on a Can has recorded numerous CDs Photo courtesy of Bang on a Can that include: Industry; Cheating. Lying. Stealing.; and Big “The variety of music in Beautiful Dark and Scary. The depth and talent of these America is one of the musicians and composers is evident in the variety of music great gifts of our time.” David Lang Discussion Questions: Additional References: After listening to the audio: • Talking Music: (Book) Conversations with American • How is this music similar or different to most music- composers by William Duckworth. Da Capo, 1999. played on the radio? Could this music be played at a • Marsalis on Music by Wynton Marsalis (Book w/CD, party? Why or why not? also available on video), Norton, 1995. • Were you able to recognize the instruments in the piece? • www.bangonacan.org • What does it mean to play music that is described as Multidisciplinary Options: cutting-edge? What risks are being taken? • Divide the class into four equal groups. Have each • What is the opposite of cheating, lying and stealing? group develop a simple rhythmic pattern. Figure out How could these opposite ideas be expressed in musical how to start and stop these patterns in unpredictable sound? What instruments would you include? ways. Perform for your classmates. Try having more • What art forms have you experienced? (ballet, rock than one group perform at the same time. and roll, orchestral music, jazz, opera, theater, poetry • With a partner, develop a story that will be accompanied etc.) What were your feelings about the art you heard? by Cheating. Lying. Stealing. Keep in mind the emotional • Does your attitude towards art impact your appreciation content of the piece. Allow the music to be a character of art? How? in the story, by providing several spaces for it to play Summary of the Music Scenario: alone. Since the beginning of the 20th Century, American Sample Experiences: composers and musicians have been creating new and vibrant music. Scott Joplin (1868-1917) was one of the LEVEL I first, creating a unique hybrid of African rhythms and * • Create a simple story with a beginning, middle and European harmonies in his Maple Leaf Rag, composed end for a piece of music. in 1899. Aaron Copland (1900-1990) was the first • Select a piece of music that appeals to you and express American composer to gain international acclaim, how it makes you feel through dance and movement. creating a simple, earthy sound that also borrowed LEVEL II themes and ideas from folk music. Duke Ellington * • Create vocal sounds that represent a human emotion (1889-1974) also had a distinct musical voice which he or human trait. shared in his many compositions for the jazz Big Band • Listen to three to five differing styles of music - rock, sound. Over time American music developed many jazz, blues, salsa, classical, etc. Discuss their similarities styles - blues, jazz, rock-’n’-roll, country, rap, hip-hop, and differences. and variations of classical music. As ideas evolve, these • Write the lyrics to a song about your life. Describe styles get mixed and matched in very exciting ways. In what the music of this song would sound like. fact, rock-’n’-roll began as a combination of country music and the blues. The members of Bang on a Can LEVEL III are influenced by the constant musical activity that * • Learn some techniques that help musicians communicate came before them and that still continues today. emotions on their instruments. • Examine the emotional content of three popular songs Audio-Visual Materials: on the radio. What do these songs make you feel or • Artsource® audio: Cheating. Lying. Stealing. Composed think? by David Lang, from the 1995 album Cheating. Lying. • Ask older members of your family or community to Stealing. Performed by the Bang on a Can share songs that make them feel happy or sad. Bring All-stars. recordings of these songs to share with your class. * Indicates sample lessons 2 MUSIC MUSICAL STORIES TRANSFORMATION LEVEL I Sample Lesson INTRODUCTION: Listening to music can be very similar to listening to a story. As listeners we naturally interpret the meaning of the music we are listening to in some way. Music may conjure up images, ideas, memories, emotions and landscapes in our minds. Although Cheating. Lying. Stealing. is not a specific story, it does have a story-like quality. Emotions play a big part in this musical story, but they might not be the emotions that you expect. Music can help us use our imaginations, and with our imaginations we can create great things through drawings, paintings, songs and stories. OBJECTIVES: (Student Outcomes) Students will be able to: • Demonstrate a greater understanding of the connection between human emotion and music. (Artistic Perception) • Identify the five main sections in the composition, Cheating. Lying. Stealing. (Artistic Perception) • Create an interpretive story to go with the musical composition, Cheating. Lying. Stealing. (Creative Expression) • Describe, discuss, analyze and connect information and experiences based on this lesson. Refer to Assessment at the end of this lesson. (Aesthetic Valuing) MATERIALS: • The Bang on a Can All Stars Artsource® audio: Cheating. Lying. Stealing. by David Lang. PROGRESSION: • Give some background information on Bang on a Can. • Explain to the students that in music the word “lick” refers to an interesting or difficult short phrase. Musicians may compliment each other by saying, “Hey, that was a cool lick you played.” • Ask the students to give their impressions of the music and the way the musicians perform and interact. 3 • Read the following example of a story that interprets the musical composition, Cheating. Lying. Stealing. A Cheating. Lying. Stealing. Musical Story: PART ONE (The instruments will be characters in the story) All the instruments are home; the cello, bass clarinet, piano, marimba, triangle, bass drum and brake drums. Three notes sneak in to the house, soft at first then getting louder quickly. Bang! They’ve become an unreliable rhythmic phrase, starting and stopping, clanking and jerking. This music is different, but at least everyone is home and safe. After a few minutes the Piano becomes anxious and nervous and convinces the other instruments that they are in danger, “maybe this kind of music isn’t safe to play.” The instruments leave home. PART TWO - @ 3 min.50 sec. The Marimba starts mumbling and the Cello and Bass Clarinet begin to cry, they really didn’t want to leave home. The Piano twitches and the Triangle feels lost. Feelings and emotions become part of the music. Leaving home can be a little scary. PART THREE - @ 5 min. 45 sec. The Cello and Bass Clarinet regain their composure and devise a plan to get back, “ let’s try to remember the music we played at home.” The Brake Drums think they remember the way, “follow us.” PART FOUR - @ 6 min.
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