Concert for Children Concert Guide

Northwest Iowa Symphony Orchestra presents The American Dream November 19, 2019 1:15pm BJ Haan Auditorium

TABLE Of CONTENTS

3 Preparing for the Trip 4 Preparing for the Concert 5 Guide to the Orchestra 6 Concert Program 7 Meet the Performers 9 Meet the Conductors 11 Meet the Composers

12 Boyer: Ellis Island: The Dream of America

14 Gershwin: Concerto in F 16 Feedback

17 Rose: Hymn for the Heartland

18 Copland: Fanfare for the Common Man 21 Printables 24 Parking Information 25 Credits

WHEN YOU ARRIVE AT DORDT UNIVERSITY PREPARING FOR YOUR TRIP We want you and your students to have a GREAT DAY at Dordt University. Please see the campus map on page 22 for parking instructions. Please help us by Following these simple guidelines: Homeschoolers: Please park private vehicles in Lot #_____

Schools arriving by bus: please keep a single file line from your bus to your assigned seats. Please check-in at the head table. We ask that you be prepared with payment to NISO if you have not paid in advance. Cost is $1.00 per student.

SEATING We have assigned your school to a specific section of BJ Haan Auditorium. An usher will escort your school to the assigned area. Ask her/him if you have any questions. A seating chart will be sent approximately 1-week before the concert.

ONCE YOU ARE SEATED Please let the usher seat your group before: • Sending students to the restrooms. To avoid interruptions during the concert, please strongly encourage your students to use the restroom before the concert begins. • Please have an adequate number of adults to chaperone your students. Also, make sure that your chaperones are evenly interspersed between students. Remind your students that each person must be completely quiet so that others may enjoy the concert.

CONCERT START TIME The concert will begin promptly at 1:15pm so we are able to dismiss schools on time at 2:15pm to meet their school dismissal schedules.

DISMISSAL We will dismiss the schools from the farthest distance first. An usher will signal to you when it’s your turn to be dismissed. A dismissal order will be sent approximately 1- week before the concert – if you are traveling by bus, please give a copy to your bus driver and ask that they line-up at dismissal time in that order.

EVENING CONCERT Our evening concert will be held at 7:30 pm. We hope that you will be able to attend that concert as well!

PREPARING FOR THE CONCERT

Whether your student learners are brand new to the orchestra or veteran classical music listeners, here are some steps you can take to prepare for the concert!

REVIEW CONCERT ETIQUETTE REVIEW INSTRUMENTS OF THE LISTEN TO THE MUSIC ORCHESTRA Use the concert etiquette pdf to help To listen, click on the title of the piece of prepare for attending this concert: Go to page 5 to learn about the music on the activity pages. https://niso.dordt.edu/wp- instruments of the orchestra. You’ll content/uploads/2012/04/Concert- discover what the instruments look like (Disclaimer: These are YouTube links and have Etiquette-copy.pdf and where they are located within the been vetted for their audio content. However, advertisements may appear on the screen prior to symphony orchestra! To hear what each the video that contain unsuitable content for instrument sounds like, visit: children so please plan accordingly.) https://www.mydso.com/dso-kids/learn- and-listen/instruments **When introducing a new piece of music to your students, consider asking the following questions to create an inquiry-based, focused discussion in class. (Review these questions prior to listening to the music for the first time.)

1) What did you hear? 2) What did you hear that makes you say that? 3) What more did you hear?

* GUIDE TO THE ORCHESTRA

STRINGS WOODWINDS BRASS PERCUSSION violin piccolo French horn bass drum viola flute trumpet snare drum cello oboe trombone gong double bass clarinet tuba timpani harp bassoon xylophone

CONCERT PROGRAM

THE AMERICAN DREAM Tuesday, November 19, 2019

COPLAND Fanfare for the Common Man

ROSE Hymn for the Heartland

GERSHWIN Concerto in F

John Walker, piano

BOYER Ellis Island: The Dream of America

Dordt University Student Readers

Kaitlyn Baljeu

Johanna Christensen

Hans Dykstra

Katherine Fictorie

Dakota Klein

Zach Sanford

Renee Seam

MEET THE PERFORMERS

The Northwest Iowa Symphony Orchestra is comprised of the finest musicians in northwest Iowa and southeast South Dakota. The orchestra’s membership includes adults of all ages as well as gifted music students from high school through college. High School students are eligible to apply for scholarships from the Friends of the Symphony for the purpose of continuing their private music instruction. Over 25 students from Dordt University Music Department are members of the orchestra and several members of the Dordt University music faculty perform as teaching principals in the orchestra.

MEET THE PERFORMERS

John Walker Piano

John Walker holds a D.M.A. from the University of Colorado at Boulder, an M.M. from the San Francisco Conservatory of Music, and the B.M. from the University of California at Santa Barbara. He studied piano pedagogy at the New School for Music Study under Frances Clark and Louise Goss in 1977-78.

Dr. Walker is Professor of Music and Director of Keyboard Studies at SDSU, and the first Patricia Pierce Distinguished Artist in Residence. He also holds the position of principal piano, harpsichord and celesta for the South Dakota Symphony Orchestra. He has presented numerous piano workshops to music teacher associations and is frequently called upon to serve as a piano festival and competition adjudicator. He has composed and recorded piano accompaniments to the Cyrille Rose 32 Etudes for clarinet, Ferling’s 48 Studies for Oboe or Saxophone, published by Carl Fischer. His most recent publication is a six-book series of recital pieces for various instruments entitled "In the Attic" series, also through Carl Fischer.

Walker has been a featured soloist with the South Dakota Symphony and SD Chamber Orchestra, the Diablo Symphony, the Contra Costa Chamber Orchestra, and the Paradise and Shasta Symphony orchestras in California. His piano students include winners of the SDMTA collegiate piano competition, and the MTNA State Young Artist Competition.

MEET THE CONDUCTORS

Christopher Stanichar Principal Conductor

“It was as though he were telling a story with his hands.” — Pravda Cevera (Russia)

“One of the best musical conductors to appear in Latin America”— Diario Xalapa (Mexico)

"The ever-smiling and extremely animated (Stanichar) guided the Everett Symphony through a superb performance filled with wit and charm… It was the kind of charismatic interaction with the audience and orchestra that showed the brilliance of Stanichar's directorial methods." —Mukilteo Beacon (Seattle)

Christopher Stanichar (b. 1969) is an active conductor, composer, and educator. He is a popular conductor, having directed some of the finest orchestras in Europe, Russia, Mexico, and the United States. Dr. Stanichar is skilled at conducting all styles of music, whether it is the classical repertoire, new music, or pops repertoire. He has collaborated with a wide variety of artists, including Mark O’Connor, the rock band Kansas, members of St. Paul Chamber Orchestra, Cincinnati Symphony Orchestra, and many other world-class musicians. He is also at home as an educator, working with ensembles of all ages, and using his passion for music as a catalyst to get the best out of the orchestras he conducts. Dr. Stanichar celebrates his ninth season as Music Director of the Northwest Iowa Symphony Orchestra, one of the area’s finest semi-professional orchestras, which rehearses and performs at the B.J. Haan Auditorium at Dordt University in Sioux Center, Iowa. The ensemble includes some of the finest musicians from Iowa, South Dakota, and Nebraska. Stanichar was appointed to this position in 2011, following a number of successful guest appearances. Stanichar has continues NISO’s tradition of artistic excellence, innovative programming, and collaborations with international guest artists. Stanichar leads NISO in three concerts per season, in addition to the annual Concert for Children, where the orchestra plays for over 1100 school children from the area. He has been praised for “his obvious energy, great joy directing, and outright enthusiasm.” (Peter Wagner, Northwest Iowa Review). Dr. Stanichar is Assistant Professor at Northern State University where he is also the Director of the Aberdeen University-Civic Symphony, and he is Music Director of the Worthington Area Symphony Orchestra in Southwest Minnesota (since 2010), which has been broadcast regionally in a Holiday special with the native American band, Brulé on Pioneer Television (Minnesota PBS). Most recently he was chosen as a finalist and guest conductor for Knox-Galesburg Symphony (Illinois) in a national search for a new music director, opening the season in October 2018. Christopher served as the Conducting Assistant for the Cincinnati Symphony Orchestra in the 1990s, working closely with Maestros Jesus Lopez-Cobos and Erich Kunzel. He received a Fulbright Scholarship to the Slovak Republic, allowing him to study and conduct professional orchestras in the homeland of his ancestors. Christopher is a proud student of Maestro Gerhard Samuel (now deceased), and graduated with a doctorate degree (D.M.A.) from Cincinnati College-Conservatory of Music. He has been appointed as music director to several exceptional orchestras: Seven Hills Sinfonietta (Cincinnati), Orchestra Omaha, Heartland Philharmonic Orchestra (Omaha), the Tri-City Symphony Youth Orchestra, and the founding music director of the South Dakota Symphony Youth Orchestra, to name a few. Christopher is an active composer; his works have been commissioned and performed throughout the world. You may have heard his original work, Trisagion, that was used in Ric Burns’ PBS documentary, Andy Warhol. More recent projects include a full-length cantata, St. Mark Passion, written for the 150th anniversary of Augustana University as part of a Granskou grant. He also composed Pink Ribbon for Susan for clarinetist Christopher Hill in honor of his wife Susan who fought a courageous battle with stage 4 cancer. TrevCo-Varner Music publishes several of his works for English horn. His composition, Tales of Hans Christian Anderson, is the first concerto for nyckelharpa, a Swedish folk instrument, which premiered with the Hastings Symphony Orchestra in Nebraska. This work was nominated for a Pulitzer Prize in 2014. This past season, Orchestra Omaha and Sioux Falls Municipal Band performed his work, Independence Overture. In his free time, some of Christopher’s interests outside of music include foreign languages, biking, Russian icons, and he is an avid pinball player (he has owned two machines). The most important thing to Christopher is his family, and all of his children are active in music. He and his wife Kris like to play duets on piano, viola, watch old episodes of The Amazing Race, cook together, and just enjoy life. For more information about Christopher and a catalogue of his compositions, please visit christopherstanichar.com.

MEET THE CONDUCTORS

Angela Holt NISO Assistant Conductor

Dr. Angela Holt began her music studies in East Texas as a pianist. She was awarded her BME degree from Wheaton College Conservatory of Music in Illinois with an emphasis in music education and piano. Her MM and DMA degrees in conducting were received from the University of Cincinnati College-Conservatory of Music in Ohio. Dr. Holt served as Associate Director of Bands in the Texas public school system and founded the jazz ensemble “The Dissonance.” She later was appointed as Director of Bands at the College of William and Mary in Williamsburg, Virginia, and as Music Director of the University of Cincinnati Symphony Orchestra. In recent years as Associate Director of Bands at the University of Cinicinnati-College Conservatory of Music, she taught music-related courses and served as Conductor and Music Director of the CCM Wind Ensemble and Commencement Bands. Her most recent research is of chamber wind literature, focusing on music of the twentieth century. She is interested in reviving music of the past and commissioning quality music for the future. Her passion is to encourage outreach through music and the arts on and beyond the stage. Dr. Holt was recognized in “Who’s Who Among American Teachers” and continues to be an advocate for music education in schools. Currently Dr. Holt serves as the Director of Bands and Instrumental Music Education at Northwestern College in Iowa.

Dordt University Theatre Department The Dordt University Theatre Arts Department works out of a scripturally- based Reformed, Christian worldview in order to offer a curriculum leading to a major, and a co-curricular program which supports that curriculum and gives the communities we serve an opportunity to participate in our mission. To obey God's will for creation and to serve others, the Theatre Arts Department seeks to create and sustain an academic context in which faculty, students, and community may collaboratively explore and develop their artistic insights and gifts in the art of theatre.

MEET THE COMPOSERS

COPLAND GERSHWIN BOYER 1900-1990 MODERN PERIOD 1898 – 1937 MODERN PERIOD 1970- MODERN PERIOD Aaron Copland was born in George Gershwin was an American composer and Peter Boyer is an American composer, conductor, orchestrator, and America. pianist professor music. He is one of the most famous His compositions spanned both popular and He is known primarily for his orchestral works, which have received American composers of all time. classical genres. over 500 performances, by more than 150 orchestras. Copland went to France when he Among his best-known works are the orchestral In addition to his work for the concert hall, Boyer is active in the film was a teenager where a famous compositions Rhapsody in Blue (1924) and An and television music industry. female musician and composer, American in Paris (1928), the songs Swanee (1919) In January 2016, the Pacific Symphony announced that Boyer's Ellis Nadia Boulanger, helped him and Fascinating Rhythm (1924), the jazz standard Island would be the centerpiece of its annual American Composers discover his own style. I Got Rhythm (1930), and the opera Porgy and Festival in 2017. In March 2017, Pacific Symphony announced that their Copland wrote a lot of music for Bess (1935) which spawned the hit Summertime. performances of Boyer's Ellis Island would be filmed for PBS' highly ballets with American themes like Gershwin moved to Hollywood and composed prestigious Great Performances series, to be broadcast in the 2017-18 Billy the Kid, Rodeo, and numerous film scores until his death in 1937 from season. These Ellis Island performances received critical acclaim in the Appalachian Spring. a malignant brain tumor. His compositions have Los Angeles Times and Orange County Register, which stated, "Boyer One of his most famous been adapted for use in films and television, and writes in an accessible style… which at its best is warm, attractive, compositions is Fanfare for the several became jazz standards recorded and emotionally persuasive and expertly crafted." The PBS Great Common Man. He wrote it after covered in many variations. Performances national television debut of Ellis Island: The Dream of the Cincinnati Symphony America with Pacific Symphony took place on June 29, 2018. Orchestra asked several In February 2019, the Ellis Island Honors Society named Boyer a composers to write fanfares during recipient of the 2019 Ellis Island Medal of Honor. World War II.

BOYER: Ellis Island: The American Dream

ABOUT THE MUSIC This work is about Ellis Island and its role in American immigration in the first half of the twentieth century. Ellis Island: The Dream of America employs various elements, some of which are unusual for a work performed in the concert hall. First and most importantly, the work calls for a symphony orchestra. Second, the work calls for actors, who read the words of actual American immigrants. The actors tell these stories in the first person, as if the immigrants were with us. Third, the work uses projected images. These images are historic photographs which came from the archives at the Ellis Island Immigration Museum. They are projected on a screen above the orchestra during the opening section of the work, the Prologue, and the closing section of the work, the Epilogue. These are wonderful photographs which help visually tell the story of Ellis Island and American immigration by showing us what this experience was actually like. Many of these photographs were taken early in the century, from about 1900 through the 1920s. You will see photographs of immigrants crammed on ships, arriving at Ellis Island, being processed there, etc. Most importantly, you will see portraits of many actual immigrants—individuals and families—who passed through Ellis Island. These few faces represent millions of immigrants who shared these experiences.

KEY VOCABULARY Overture An overture means “opening piece” and is a signal to the audience to stop talking and pay attention. It usually precedes a bigger musical work like an opera or a ballet. It’s kind of like the previews at a movie theater!

Melodic Direction The pathway of pitches in a melody—upward, downward, horizontal (or “stays the same”) and any combination of these.

ACTIVITY o I CAN...hear and identify at least three instruments in the music. o I CAN...hear the trumpets playing a fanfare.

NOTE TO TEACHER: There is a Teacher Guide to Ellis Island: The American Dream at the following link. (https://propulsivemusic.com/wp-content/uploads/2016/06/EllisIsland_TeacherGuide.pdf) The

document highlights an interview with Peter Boyer and the Ellis Island work. It does appear to be more advanced so NISO has chosen not to focus on this document, but it may be interesting to LISTEN highlight some details for your classroom. Collaborative work with your school’s social to Boyer’s Ellis Island: The American Dream, prologue studies/history/classroom teacher on the significance of Ellis Island could be an enjoyable project. There are several resources available about Ellis Island and are available at various age levels. https://www.youtube.com/watch?v=tfDS1BQarmo Additional resources can be found at the end of the pdf document.

**ACTIVITY #1 FOCUS ON THE FOUR FAMILIES OF INSTRUMENTS String Family o I CAN...name the four families of instruments in an orchestra. o I CAN...identify characteristics of each family of instruments.

A) Predictions! Members of a family typically share something in common. Perhaps it’s eye color, hair color, mannerisms, or even hobbies. Just like families, instruments share similar characteristics too. We call them instrument families! • Discussion: Think about your own family. What do you have in common? What differences do you have? • Brainstorm: Think about an instrument that you know already. What material is it made of—wood or metal? How is the sound made—with a bow, by blowing air into it, or by striking it? Draw your instrument and label it. (Printable #1) • Activity: Show the class your picture, describe your instrument and hang it on a wall or blank space. After all of the pictures are up on the wall, begin grouping instruments together into families. Make sure you have a rationale or justification for grouping instruments together!

B) Checking! Woodwind Family • Look at the pictures of each instrument family provided on this page. • QUESTION: Where do instruments like the harp, contrabassoon, saxophone, bass clarinet, gong, baritone, or piano belong? Why?

C) Additional Learning! •Listen to audio clips of each instrument here: https://www.mydso.com/dso-kids/learn-and- listen/instruments

Brass Family Percussion Family

GERSHWIN: Piano Concerto in F

ABOUT THE MUSIC Both Copland and Gershwin were first generation Americans: sons of immigrants from Russia. Copland and Gershwin both created an “American” sound. Copland’s music evokes the great vastness of the American West, whereas Gershwin infuses jazz into his music. Concerto in F is a composition by George Gershwin for solo piano and orchestra which is closer in form to a traditional concerto than the earlier jazz-influenced Rhapsody in Blue. It was written in 1925 on a commission from the conductor and director Walter Damrosch. It is just over half an hour long. Gershwin himself played the premiere, and Damrosch said the following at the concert: “George Gershwin seems to have accomplished ... [a] miracle ... he is the Prince who has taken Cinderella [jazz] by the hand and openly proclaimed her a princess to the astonished world, no doubt to the fury of her envious sisters.”

KEY VOCABULARY Single Reed A clarinet and saxophone use a single reed, which is one flat piece of wood that is held to the mouthpiece with a metal clamp called a ligature. The reed vibrates as air passes between the reed and mouthpiece.

Double Reed An oboe and bassoon use double reeds, which is two pieces of wood wound together with string and then inserted into the instrument. The reeds vibrate together as air is blown between them.

Trill a trill is a playing technique in which a musician “flutters” quickly back and forth between two pitches

ACTIVITY o I CAN...name four instruments in the woodwind family. (Bonus points if you can add instruments like English horn, bass clarinet, and contrabassoon to that list!) o I CAN...name the brass instrument that plays a solo (trumpet – why does this instrument sound different?)

LISTEN to Gershwin’s Concerto in F, Second Movement https://www.youtube.com/watch?v=4wq5bZ-WT_s

**ACTIVITY #2 FOCUS ON DOUBLE REEDS o I CAN...define what a single reed is and how it makes sound. o I CAN...define what a double reed is and how it makes sound.

A) Make Your Own Double Reed! • Materials Needed: Plastic drinking straws, scissors • Take a plastic drinking straw and use your scissors to cut the end into a point. (It helps to flatten the straw while cutting it.) • Place the straw between your lips, press down lightly and blow. You should get a buzzing sound! • Try cutting the straw into different lengths. What happens to the sound? Does it get higher? Lower?

Double Reed

Single Reed

Your feedback is so important to us, we didn’t want you to miss it! Teachers and parents, please use the survey link at https://forms.gle/EQ6ZojG7n6T2LdzU7 We promise it will only take a few minutes. We’d love to hear from your students too. The form below can be printed and mailed or emailed back to us.

**STUDENT FEEDBACK FORM

School Name ______Grade ______Student Name (optional) ______PLEASE RESPOND BELOW USING WORDS OR PICTURES

BEFORE THE CONCERT DURING THE CONCERT Before I went to the concert, I imagined I would hear… When I was at the concert, I heard… NOW WHAT?

Before I went to the concert, I imagined I would see… When I was at the concert, I saw… MUSICAL STORY

Music makes me…

List 3 things you learned at the concert: Going to the concert made me want to know about… 1.

2.

3.

AFTER THE CONCERT NOW WHAT?

HELP US DO OUR BEST Imagine you were going to this same concert again, but you had 3 wishes to use to change something on the concert or add something on the concert. What would your wishes be?

I wish the concert ______Return by mail to: NISO I wish the concert ______700 7th St. NE Sioux Center, IA 51250 I wish the concert ______Return by email to: [email protected]

ROSE: Hymn of the Heartland

ABOUT THE MUSIC Hymn for the Heartland is an orchestral fanfare written to celebrate the 80th anniversary season of the Newark-Granville Symphony Orchestra in Newark. Ohio. In the spring of 2019, my mentor, and NGSO Conductor, Dr. Russel C. Mikkelson, asked me if I would be willing to compose a fanfare to open this anniversary season. I was honored to do so and began by gong to God in prayer. During my prayer time I saw many visions of the Ohio countryside. Newark Ohio sits in a rural area just east of Columbus Ohio. When driving out of Columbus on I-70, you enter this rural and beautiful setting. The music should bring to mind possibly a Friday afternoon when one would be leaving the city for the weekend. The opening fanfare takes us out of the Columbus metropolis, and we enter the Ohio countryside and the strings present a flowing and restful melody. As we traverse the countryside the orchestra brings to mind the beauty of the land. As we proceed, the music provides rest but eventually brings us back to the reality that we must soon return to the city. The opening fanfare now returns as we also return from our excursion, rested, and ready to take on a new day. Although written for the NGSO, the work could represent sights that could be seen throughout the midwestern United States.

Iowa Premiere!

C OPLAND: Fanfare for the Common Man

**ABOUT THE MUSIC In 1942, Eugene Goossens, conductor of the Cincinnati Symphony Orchestra, commissioned multiple composers to write rousing fanfares that would inspire patriotism among his fellow Americans. One of these composers was Aaron Copland. His “Fanfare for the Common Man” became one of America’s most iconic and patriotic pieces of music.

KEY VOCABULARY Fanfare A short piece of music that is often patriotic, heroic, or ceremonial and typically played by brass instruments. Trumpets are especially important in fanfares. In fact, trumpet players used to play short fanfares to get a crowd’s attention and announce the arrival of a king and queen!

Texture Texture in music is created by the number of voices or instruments playing and how their melodies, rhythms and harmonies interact with each other. “Fanfare for the Common Man” became one of America’s most iconic and patriotic pieces of music.

ACTIVITY o I CAN...name the four instruments in the brass family and at least 3 percussion instruments o I CAN...hear the melody repeat multiple times as more instruments join in.

LISTEN to Copland’s Fanfare for the Common Man https://www.youtube.com/watch?v=FLMVB0B1_Ts &feature=youtu.be

**ACTIVITY #3 Copland’s Fanfare for the Common Man DESCRIBING THE MUSIC o I CAN...describe what I hear using music vocabulary. o I CAN...define texture.

A) Speculating! (Shhhhh...don’t tell students anything about the music yet!) • Post the following three questions and review with students prior to listening: - 1) What do you notice about the music? - 2) What questions do you have about the music? - 3) What do you think Copland is trying to tell us in this music? • Listen to the music. • Discuss the questions above as a class. (Don’t reveal the title yet!) • After students have speculated about the music, reveal the title and the context behind the music. • Discuss why Copland would write such a heroic fanfare for “the common man.” B) Focus on Texture! • Have students watch the YouTube video “Fanfare for the Common Man” performed by the New York Philharmonic. https://youtu.be/FLMVB0B1_Ts

- Use the “Touch Charts” (Printable #2) and have students point to the instruments they are hearing and seeing- Discuss the following question—how does the texture change throughout this piece?

**ACTIVITY #4 FOCUS ON HEROES AND MELODIC LEAPS RESPOND FOUNDATIONS RESPOND FOUNDATIONS A) Compare and Contrast! • Listen to the “Theme from Superman” (https://www.youtube.com/watch?v=78N2SP6JFaI) and compare/contrast to Copland’s “Fanfare for the Common Man.” One piece of music was inspired by a hero with superpowers while another was inspired by the “everyday hero.” What do they have in common? What’s different? - Use the Venn Diagram (Printable #3) to compare/contrast. • Discuss what made the music sound so heroic. Listen again, if needed. - Examples: slow tempo, brass instruments, big leaps in the melody... - Teachers, make sure students begin discussing the large skips, or leaps, in the melody. B) Heroic Leaps! • After students have observed that big leaps are prominent in both melodies, use the notation below to show the arc of each melody. - Note: “Theme from Superman” has been transposed. - Have students point out where there are large skips, or leaps, in the melody. • Split the class into small groups. - Discussion: Name some people who are heroes to you. What do they do that is heroic? - Make a list as a group. - Share with the class. C) Creating! • Students select one hero from their list and create: - Theme music for their hero using pitched instruments - Visual representation of their hero (movement or a frozen shape or acting out a heroic deed) • Perform for the class.

“Theme from Superman”

“Fanfare for the Common Man”

**PRINTABLE #1 - INSTRUMENT INTRODUCTION

Name: ______Teacher:______

Draw your favorite instrument in the box and answer the questions below.

Name of Instrument: ______

This instrument is made of: Wood Metal Other:______

To make sound on this instrument, a musician uses: A Bow Air Mallets/Sticks Other:______

**PRINTABLE #2 - FANFARE FOR THE COMMON MAN TOUCH CHART

Listen to Copland’s “Fanfare for the Common Man” and point to the picture of the instruments you hear.

**Printable #3 – Fanfare for the Common Man Venn Diagram

Compare/Contrast Copland’s “Fanfare for the Common Man” with John Williams’ “Theme from Superman.”

CREDITS

*Dallas Symphony Orchestra Kids **Minnesota Orchestra – “The Color of Music” Preparation Guide for Young People’s Concert

OBJECTIVES

NISO’s goal is to reinforce music education offered in our schools and communities, and to give students a better appreciation for the aesthetics of symphonic music. We anticipate impacting 1000+ 4th/5th/6th grade students. The educational objectives of the Concert for Children are:

• Students will experience a live symphony orchestra. • Students will learn basic concepts of a symphony orchestra. • Students will learn basic music vocabulary associated with the concert. • Students will study basic background information about the music literature. • Students will be introduced to the instruments of the orchestra. • Students will be inspired at the possibilities of participating in their own school music programs.