Education Concert Workshop

Tuesday, August 13, 2013 9am-3pm

Sandi Macdonald CEO, North Carolina Symphony www.ncsymphony.org

David Albert Director of Education, North Carolina Symphony www.ncsymphony.org/educationprograms

2013/14 Education Materials Authors

Christine Eason Brier Creek Elementary School Raleigh, NC

Kathy Hopkins Aversboro Elementary School Garner, NC

William Rashleigh Jones Dairy Elementary School Wake Forest, NC

Jennifer Riggert York Elementary School Raleigh, NC INTRODUCTION Pages 7-1 in Teacher Workbook (TW) Leonard Bernstein 1918-1990 Background, Activist

• Born August 25, 1918 in Lawrence, MA • Known affectionately as Lenny. • Greatly influenced by his Jewish upbringing. • Enjoyed diverse genres including classical, jazz, rock, folk, and religious music. • Studied at Harvard University, Curtis Institute of Music, and the Berkshire Music Center in Tanglewood. • Married Chilean actress and pianist Felicia Montealgre and had three children. • Advocated for world peace. Conducted concerts on both sides of the Berlin Wall during its dismantling. Supported Amnesty International and organized concerts to benefit AIDS research. • Died October 14, 1990 in New York, NY

Pianist Conductor and Music Educator

• Became Assistant Conductor of the New York Philharmonic at 25. Became well known when he filled in for a sick Bruno Walter for a live national radio broadcast concert. • Music Director of the New York City Symphony Orchestra 1945-47, Music Director of the New York Philharmonic 1958-69 (Laureate Conductor 1969- 90). • Appeared as guest conductor with orchestras all over the world. • Taught at Tanglewood, Brandeis University, and gave numerous lectures. • Televised “Young People’s Concerts with the New York Philharmonic” beginning in 1958 for 14 seasons. YouTube Videos

Candide Overture: Leonard Leonard Bernstein: Young People’s Bernstein conducting Concerts | What Does Music Mean

URLs on TW Page 9 Composer

Broadway: Ballet: • On the Town (1944) • Fancy Free (1944) • Wonderful Town (1953) • Facsimile (1946) • Candide (1956) • Dybbuk (1975) • West Side Story (1957) Other well known pieces: Opera: • 3 Symphonies • Trouble in Tahiti (1952) • Mass • A Quiet Place (1983) • Chichester Psalms

What do you hear? What do you like?

Name of Piece Type of Piece Style of Piece Do you like this (instrumental/vocal) piece? (Why or why not?)

TW Page 11 What do you hear? What do you like? Some suggested pieces • West Side Story – Dance at the Gym: Mambo • On the Town – Three Dance Episodes: III Times Square • Chichester Psalms – Adonai Roi (boy soprano section) • Symphony No. 2 (Age of Anxiety) – Part 2, Mvt. II, The Masque Overture to Candide Listening Questions • Overture-a composition for orchestra most often intended as an introduction to an opera or other vocal drama • How does the Overture introduce the play that is to follow? • What mood does the Overture set? • About how many separate melodies are heard? Overture to Candide Vocabulary • Introduction-a section of music at the beginning of a work or movement that prepares the main section of the piece of music • Overture-a composition for orchestra most often intended as an introduction to an opera or other vocal drama • Musical-a form of musical theater from the 20th and 21st centuries incorporating spoken dialogue, solo and ensemble songs, and dance • Satire-a literary work that mocks or attacks the evil behavior and foolishness of humans • Operetta-a form of musical theater incorporating spoken dialogue, song, and dance characterized by comedy including satire, parody, and farce • Opera-a musical drama that is primarily sung, accompanied by an orchestra, and presented theatrically • Fanfare-a musical piece often using brass (and sometimes percussion) for ceremonial purposes, especially to announce an important person(s) TW Page 10 Overture to Candide Plot Synopsis

The satire begins in the 1759 in Westphalia, Germany at the castle of Baron Thunder-Ten-Tronck where Dr. Pangloss teaches his students “all is for the best in this best of all possible worlds”. His four students are Cunegonde and Maximillian, the Baron’s daughter and son, Paquette, a servant girl, and the hero Candide, the Baron’s nephew. When the Baron and Maximillian discover that Candide and Cunegonde have fallen in love, they send Candide away. Candide is forced into the Bulgarian Army which attacks the castle and kills most of the inhabitants except for Cunegonde who is taken away by the soldiers. Eventually she is taken to Paris, France and becomes mistress to two rich men: Don Issachar and a Grand Inquisitor of the Spanish Inquisition. Candide and Dr. Pangloss travel to Lisbon, Portugal where they are put on trial by the Spanish Inquisition for heresy. Pangloss is seemingly killed, and Candide is whipped. An old woman rescues Candide and brings him to Cunegonde. This angers the two men, and Candide ends up killing them both. The two lovers and the old woman flee. TW Page 8 Overture to Candide Plot Synopsis (Con’t) First they travel to Cadiz, Spain and then to Columbia. They find Maximillian and Paquette who have been sold into slavery. They escape and find refuge with the priests in a monastery. Candide, Cunegonde, and the old woman leave on a ship that is attacked by pirates, who kidnap the women. Candide finds his way to Montevideo, Uruguay, where he again runs into Maximillian and Paquette. When Maximillian finds out what has happened to his sister, he runs after Candide and a statue falls on him. Candide and Paquette wander to Eldorado where they find enough gold to continue looking for Cunegonde. They discover that the pirates have taken her to Constantinople, Turkey to sell her into slavery. After their boat sinks, they spend a brief time on an island, are rescue, and come to Constantinople. There they find Cunegonde working as a dancing girl, and buy her freedom. They find that Maximillian has survived the statue accident, has become a slave, and they buy his freedom as well. In addition, they find that Dr. Pangloss has also survived. They ask their teacher for advice, and he tells them, “only work makes life endurable.” The teachers and his four students decide to work on a farm together. TW Page 8 Candide Pieces from the Operetta • Act I: Battle Music • “Oh, Happy We” • “Glitter and Be Gay” Overture to Candide-Call Chart

Fanfare Main Fanfare Main Main Battle Music Theme Theme Theme TTHemeThe

me

“Oh, Happy Fanfare Main “Oh, Happy “Glitter” Battle Music We” Theme We”

Fanfare Main “Oh, Happy Battle Music Theme We” TEXTURE Pages 13-18 in Teacher Workbook (TW) Georges Bizet 1838-1875 L’Arlesienne Suite No. 2, Mvt. I (Pastorale) L’Arlesienne Suites No. 1 and 2 are collections of incidental music composed by Bizet in 1872 for the play L’Arlesienne (The Girl from Arles) by Alphonse Daudet. The play ran for less than three weeks and has long been forgotten. Bizet reorchestrated four pieces for Suite No. 1. Suite No. 2 was compiled and reorchestrated after Bizet’s death by his friend Ernest Guiraud. Mvt. IV (Farandole) from Suite No. 2 is also known as “March of the Kings,” the tune of which has been used in a Christmas/Epiphany carol.

Tw Page 14 L’Arlesienne Suite No. 2, Mvt. I (Pastorale) The play L’Arlesienne (The Girl from Arles) is set in the Provencal countryside of France. The Pastorale depicts the rolling landscape of the countryside and begins slowly and rhythmically in a manner that suggests the rowing of a boat. The middle section is faster, with a definite Spanish flavor. The music then returns to the mood of the beginning.

Tw Page 14 L’Arlesienne Suite No. 2, Mvt. I (Pastorale) Element of Music: Classroom Activity 1: Thick or Thin L’Arlesienne Suite No. 2, Mvt I (Pastorale) -Call Chart

Paint the Music!

View a sample painting to accompany Bizet’s L’Arlesienne Suite No. 2, Mvt I (Pastorale) http://artpad.art.com/gallery/?mr8berdxo6o

Create your own painting with ArtPad!

http://artpad.art.com/artpad/painter/ Play a Matching Game with

in Visual Art at The Art Institute of Chicago http://www.artic.edu/aic/education/CC/ L’Arlesienne Suite No. 2, Mvt I (Pastorale) -Call Chart

Write the missing story for Bizet’s music! Using the form of the music from the Call Chart as your guide, choose illustrations from http://storybird.com/ and write your own story for Bizet’s music. Here’s an example to follow: http://storybird.com/books/the-symphony-of-sounds/

TW Page 15-16 Additional Resources

Pronunciation of “L’Arlesienne” http://www.youtube.com/watch?v=C5aHSAgAJg4

Instrumental Performance illustrated with paintings of ballet dancers by Degas http://www.youtube.com/watch?v=J_ONywctcNk

DVD: Bizet’s Dream and The Composers’ Specials Teacher’s Guide http://www.musicmotion.com/Composer-Musician-Bios/bizets-dream- dvd.asp

TW Page 16 TEMPO Pages 19-24 in Teacher Workbook (TW) “Bee” a Conductor with a Conducting “Bee-ton” YouTube Videos

Canadian Brass The Swingle Singers Special Presentation

Bill Leslie WRAL News Anchor and Singer/Songwriter

DYNAMICS Pages 25-26 in Teacher Workbook (TW) FORM/MELODY Pages 27-34 in Teacher Workbook (TW) Johannes Brahms 1833-1897 Fun Facts

• Had perfect pitch. • Long-time friendship with Robert and Clara Schumann. • Was not a fancy dresser. He wore flannel shirts and baggy pants that often showed his underwear. • Never married.

Symphony No. 3, Mvt. III

Element of Music: Classroom Activity 1: A Walk in the Vienna Woods Classroom Activity 2:

Who’s Got the Melody? Identifying the

Classroom Activity 2

What’s the Form? Brahms’ Symphony No. 3 Movement III minor A a Cello

a Violin

b Strings/Winds

a Flute/Oboe/Horn

major B c Winds

c Winds

d Strings

c Winds

d Strings minor A a Horn

a Oboe

b Strings/Winds

a Violin

Coda Coda Strings/Winds

Classroom Activity 3:

Experiencing the

Let’s Conduct! Brahms’ Symphony No. 3 Movement III minor A a Cello

a Violin

b Strings/Winds

a Flute/Oboe/Horn

major B c Winds

c Winds

d Strings

c Winds

d Strings minor A a Horn

a Oboe

b Strings/Winds

a Violin

Coda Coda Strings/Winds

Additional Resources

Vienna Philharmonic performance conducted by Sir John Barbirolli and illustrated with photographs from Brahms’ life http://ww.youtube.com/watch?v=2tB2SLLnPZg

Berlin Philharmonic performance conducted by Wilhelm Furtwangler and illustrated with photographs depicting various landscapes http://www.youtube.com/watch?v=1trE3ms3AGo

Christie M. Lynch Ebert Arts Education Consultant North Carolina Department of Public Instruction NCDPI Update

Lunch Please join us in the lobby for lunch. Exit through the doors to your right and walk up the stairs.

Bring your raffle ticket stub. We will give away door prizes starting at 12:45 pm.

You must be present to receive your prize. RHYTHM Pages 35-42 in Teacher Workbook (TW) Guiseppe Verdi 1813-1901 •Verdi lived in Italy during the Romantic period of music history •His name translates to “Joseph Green” in English Fun Facts •At age 18, he was not accepted to the Milan Conservatory because they said he was not gifted enough as a musician •Verdi received his musical education by studying privately •He was the greatest opera composer of his time •Audiences shouted “Viva, Verdi!” to celebrate him, his music, and his patriotism •Verdi used stories from history and wrote operas exploring strong human emotions like love, jealousy, loyalty, and hatred to connect to audiences •He was considered a national hero when he died - a quarter of a million people attended his funeral •Verdi was one of the few composers who died rich and famous Ballet Music from the opera Aida Element of Music: •A “grand opera” – an integrated art form featuring exotic places, a riveting story, strong emotions, About the opera exciting music, and energizing dances •Commissioned by the ruler of Egypt in Aida 1865 for a new opera house in Cairo •Verdi was paid $20,000 - a huge sum of money then (and now!) •Verdi studied ancient Egyptian history, geography, and religion to create an opera “in a strictly Egyptian style” – even using authentic Egyptian instruments! •First performance featured a whole menagerie of animals in the “Triumphal March” – 12 elephants, 15 camels and zebras, giraffes, lions, ostriches, jackals, and baboons! •The ballet we will listen to follows the famous “Triumphal March” •Aida is one of the most popular operas ever written Classroom Activity 1: Global Awareness: Egypt

Let’s take a tour of Egypt with John Jacobson’s Musical Planet from Music Express Magazine to learn more about this exotic country!

URL on TW Page 37 Classroom Activity 2: Aida Productions from Around the World

If you could design sets and costumes for an opera that takes place in ancient Egypt at the time of the Pharaohs, (around 2000 BC) what would they look like? URL on TW Page 37 Classroom Activity 3: Introduction to the Characters and Plot Ethiopians Egyptians • Amonasro – King of Ethiopia and father • King of Egypt, the Pharaoh (bass) of Aida (baritone) • Amneris - Egyptian princess, daughter • Aida – Princess from Ethiopia, daughter of the Pharaoh, in love with Radames of Amonasro and slave to the Egyptian (mezzo-soprano) princess, Amneris , in love with Radames • Radames – Captain of the Egyptian (soprano) Guard, secretly in love with Aida (tenor) • Ramphis – High Priest of Egypt (bass)

Let’s listen to a Classics for Kids radio show describing the characters and plot of Aida!

URL on TW Page 38 Classroom Activity 4: Introduction to the Emotions of the Characters Ethiopians Egyptians • Amonasro – King of Ethiopia and father • King of Egypt, the Pharaoh (bass) of Aida (baritone) • Amneris - Egyptian princess, daughter • Aida – Princess from Ethiopia, daughter of the Pharaoh, in love with Radames of Amonasro and slave to the Egyptian (mezzo-soprano) princess, Amneris , in love with Radames • Radames – Captain of the Egyptian (soprano) Guard, secretly in love with Aida (tenor) • Ramphis – High Priest of Egypt (bass)

The Magic Box: Which characters feel power, love, jealousy, pride, confusion, sadness, guilt, loyalty, hatred?

TW Page 39 Classroom Activity 5: Introduction to the Ballet scene in Aida

• Act II, Scene 2 • Setting: Outside the gate of the city of Thebes, when Radames returns to Egypt as a conquering hero of the Ethiopians • The Pharaoh is watching the grand procession from his throne as Egyptian troops march past him, followed by war chariots, banners, sacred vessels, and images of gods. • The Pharaoh is surrounded by his ministers, priests, captains, slaves, Amneris, and Aida. • The people are singing about glory to Egypt, glory to the gods, glory to the king, and glory to the war hero, Radames. • After the“Triumphal March,” dancers appear, and as they dance, they carry the spoils of war to show the Pharaoh.

Let’s watch the ballet scene from a Metropolitan Opera Production!

URL on TW Page 36 Classroom Activity 6: Introduction to rhythmic changes in the Ballet music from Aida Extension Activities

Wildlife Wonders 1. Imagine a habitat as you listen to the music. What kind of animals live in this habitat? What do they look like? How do they move? 2. Watch the segment featuring Ballet music from Aida on the DVD “Wildlife Symphony: A Musical Celebration in Nature.” Invite students to move their bodies along with the animals. Brainstorm a list of words that describes the synchronized movements of the animals. 3. Divide students into learning teams and play the music for them. Each time the rhythm changes, a new student becomes the leader of the team and the whole team follows the animal movements the leader creates. Why are people fascinated with the movement of animals?

Elephants, Anyone? In some productions of Aida, there are live elephants on stage during the “Triumphal March.” Invite students to write a letter or have a debate with a partner about why there should or should not be live elephants on stage in this scene. Treasures from Ethiopia During the Ballet scene, the dancers are showing the King of Egypt the “spoils of war” that the Egyptian soldiers have brought back from Ethiopia. “Spoils of war” are anything of value that a conquering army would seize from its fallen enemies. Research the natural resources and products of Ethiopia to determine what the “spoils” would be – exotic animals, spices, building materials, foods? What would the soldiers bring back to give to their King?

TW Page 41 Additional Resources

Aida (Children’s Book) by Monica E. Lapenta with illustrations by Ilaria Tellatin. Available through the Met Opera Shop. Ordering information at: http://www.metoperashop.org/shop/aida-childrens-book-3859 Aida – Live in HD (2 DVD set) Performance by the Metropolitan Opera available through the Met Opera Shop http://www.metoperashop.org/shop/aida-live-in-hd-2-dvd-8293 Sing Me a Story: The Metropolitan Opera’s Book of Opera Stories for Children by Jane Rosenberg. Ordering information at: http://www.amazon.com/Sing-Me-Story-Metropolitan- Children/dp/0500278733 DVD entitled “Wildlife Symphony: A Musical Celebration in Nature” featuring 15 classical selections “choreographed” with imagery of wild animals moving in a synchronized fashion to the music. (An excerpt of Verdi’s Ballet Music from Aida is one of the selections on this DVD) http://www.musicmotion.com/Classics-for-Children/wildlife-symphony-dvd.asp MELODY Pages 43-48 in Teacher Workbook (TW)

ALL ELEMENTS Pages 49-55 in Teacher Workbook (TW)

Closing Remarks and Questions

David Albert Director of Education, North Carolina Symphony www.ncsymphony.org/educationprograms

Thank you for attending the 2013 North Carolina Symphony Education Concert Workshop.

We would greatly appreciate if you would complete the survey that will soon be sent to you electronically. Your input is valuable to the development of our education programs and this workshop.