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Home , Buzzer beater, Key (basketball)

FORM: Jared Miller

TEACHER WORKSHEET: GRADES 7-8

This lesson plan provides an engaging way for students to listen to Jared Miller’s Buzzer Beater and document the unconventional sound e ects we hear in this piece. Miller uses instruments and objects to create a musical representation of the last two minutes of a game. The following activities will guide students in listening for the interesting sound e ects in this piece, and tracking them both in real time and in the orchestral score. Age appropriate learning within this lesson plan includes exploring di erent timbres or qualities of sounds and reading musical notation.

OBJECTIVES • Actively listen for sound effects in a piece of music. • Learn how to listen using timecodes to identify musical events in a piece of music. • Learn how to listen using page numbers and bar numbers to identify musical events in a piece of music.

STEPS • Together as a class or in pairs, have students read the introduction to this module found at TSO.CA/Elearning, which includes composer Jared Miller’s description of the piece.

• Hand out the Sound Effect Scavenger Hunt worksheet to each student or pair of students. • Have students use the following link to access the recording of the Toronto Symphony Orchestra performing Buzzer Beater on YouTube, where they will be able to see the video timecode and record it in column two of the worksheet: https://youtu.be/2XkbGFpjUpY • Have students access the score to Buzzer Beater at TSO.CA/Elearning and look for text indicating each sound effect. Have them record the page and bar number in column three of the worksheet for as many items as they can find on page 7 & 8. • In pairs, have students access Buzzer Beater and the interactive Melody Tracker at TSO.CA/Elearning. While they listen once more to the performance by the TSO, have them use the Melody Tracker to follow the principal line around the orchestra, and note many of the instruments and sound emitting objects they found. TAKING IT FURTHER • Challenge students to bring in an object that makes an interesting or charismatic sound. Set up a divider and have each student perform the sound behind the screen. Have other students guess what object is making the sound, and what the sound makes them think of. • Have students engage with the score and the musical notation found within by accessing the lesson plan for Grade 4-6, and having them color code a page of the score according to the provided. If time permits, play the Musical Bingo found in the Taking It Further Section of the Grade 4-6 lesson plan.

SOUND EFFECT SCAVENGER HUNT ANSWER KEY

SOUND EFFECT TIMECODE PAGE NO. & BAR NO.

Basketball Bouncing 0:24 / 0:28 Page 7 - Bar 3 and Bar 5 0:31 / 0:34 etc. Page 8 - Bar 7 and 9

Athletic Whistle 0:25 / 0:29 Page 7 - Bar 3 and Bar 5 0:32 / 0:35 etc. Page 8 - Bar 7 and 9

Dog Barking Trick Question!

Page 7 - Bar 1 and Bar 2 Airhorn 0:21 - 0:24 0:24 - 0:27

Page 7 - Bar 6 and Bar 8 Jet Whistle 0:26 / 0:30 0:33 / 0:36 etc. Page 8 - Bar 8 and 10

Lesson plans created by Carlie Howell for the Toronto Symphony Orchestra. For more digital symphony experiences and classroom lesson plans, please visit TSO.CA/elearning.

[email protected] TSO Canada Mosaic is a Canada 150 Signature Project. © 2017 Toronto Symphony Orchestra

2 SOUND EFFECT SCAVENGER HUNT Student Worksheet STEPS 1) Follow this YouTube link https://youtu.be/2XkbGFpjUpY to watch Buzzer Beater performed by the Toronto Symphony Orchestra. Listen for each of the Sound E ects found in column one, and write the video timecode when they occur into column two.

2) Next, look at page 7 and 8 of the orchestral score for Buzzer Beater and write the bar numbers for as many of the sounds that occur on these pages.

SOUND EFFECT TIMECODE PAGE NO. & BAR NO.

Basketball Bouncing

Athletic Whistle

Dog Barking

Airhorn

Jet Whistle

NOTES ON HOW TO READ A SCORE Top to Bottom An orchestral score is the map for the entire piece, and shows the conductor exactly which each instrument is playing and when. Along the left hand side of the page, all the instruments are listed and grouped by families in the following order: woodwinds, horns, brass, percussion, and strings. Within each family, the instruments are grouped by type from highest to lowest (eg. brass: trumpet, trombone, tuba). Left to Right The score is read from left to right, with all of the instrument lines being read concurrently. If you glance over the whole page, you can see which instruments are playing at the same time. Measure Numbers At the beginning of each page, right above the line for flute 1 & 2, there is a measure number. A measure is divided by a measure line, and is essentially one rectangular box of music. For example, on page 2, the first measure of music is measure #7, and there are 6 measures of music in total (measures 7, 8, 9, 10, 11 and 12). It is measure 7 for every instrument in the orchestra all the way from the top to the bottom. Score in C Buzzer Beater Sesquie for Canada's 150th Jared Miller (b. 1988)

q = 144 a2: Jet Whistle** Flute 1 & 2 ° 4 ∑ ∑ 7 Œ Œ Œ™ Œ Œ™ Œ Œ Œ™ Œ Œ™ &4 8 ‚ ‚ mp> >

Oboe 1 & 2 &4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™

a2 Clarinet 1 & 2 in Bb 4 7 Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ &4 bw w 8 ™ ™ ™ ™ fff> obnoxiously Bassoon 1 & 2 ? 4 ∑ ∑ 7 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢ 4 8 a2 * Horn 1 & 2 in F ° >. &4 87 Œ Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Ó Œ 1 bw w pJ J fff> obnoxiously a2 * Horn 3 & 4 in F >. &4 87 Œ Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Ó Œ 1 bw w pJ J fff> obnoxiously a2 * Trumpet 1 & 2 in C >. &4 87 Œ Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Ó Œ 1 bw w pJ J fff> obnoxiously a2 bw> w * Trombone 1 & 2 >. ? 4 87 Œ Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Ó Œ 1 fff pJ J obnoxiously * Bass Trombone & Tuba >. ? 4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Ó Œ 1 ¢ pJ J

Timpani °? 4 ∑ ∑ 7 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢ 4 8

Basketball, q = 144 bounced on floor Percussion 1 ° > > / 4 ∑ ∑ 87 œ Œ Œ™ Œ Œ Œ™ œ Œ Œ™ Œ Œ Œ™ p High Airhorn Sports Whistle w w >œ. >œ. Percussion 2 / 4 87 Œ Œ ‰ Œ Œ Œ™ Œ Œ ‰ Œ Œ Œ™ ¢ fff p

Violin I ° &4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™

Violin II &4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™

Viola B 4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™

Violoncello ? 4 ∑ ∑ 87 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™

Double Bass ? 4 ∑ ∑ 7 Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢ 4 8 *Forming an "ooo" shape with their mouths, brass players inhale and exhale sharply into their instruments. Upward-pointing, triangle-shaped noteheads indicate an inhale. Downward-pointing noteheads indicate an exhale. **Diamond noteheads with an arrow such as this indicate for the flutes to play a short, abrupt, barely pitched jet whistle. It should sound like a "swooshing" of air. 8 7 Fl. 1 & 2 ° & Œ Œ Œ™ Œ Œ™ Œ Œ Œ™ Œ Œ™ Œ Œ Œ™ Œ Œ™ >‚ >‚ >‚

Ob. 1 & 2 & ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ

Cl. 1 & 2 & ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ

Bsn. 1 & 2 ? Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢

> > > Hn. 1 & 2 ° . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ & - 1J - 1J - 1 -

> > > Hn. 3 & 4 . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ & - 1J - 1J - 1 -

> > > Tpt. 1 & 2 . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ & - 1J - 1J - 1 -

> > > Tbn. 1 & 2 ? . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ ‰ . Œ Œ™ Œ Œ ‰ - 1J - 1J - 1 -

B. Tbn. & Tba. >. >. >. ? - Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Œ Œ ‰ ‰ 1 - Œ Œ™ Œ Œ ‰ 1 - ¢ J J

Timp. °? Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢

Perc. 1 ° > > > / œ Œ Œ™ Œ Œ Œ™ œ Œ Œ™ Œ Œ Œ™ œ Œ Œ™ Œ Œ Œ™

>œ. >œ. >œ. Perc. 2 Œ Œ ‰ Œ Œ Œ™ Œ Œ ‰ Œ Œ Œ™ Œ Œ ‰ Œ Œ Œ™ ¢ /

pizz. pizz. Vln. I ° & #˙ œ n˙ Œ™ #˙ œ™ n˙ Œ™ #œ œ œ n˙ Œ™ p> >™ > > > > > > >™ >

Vln. II & ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ

Vla. B ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ

Vc. ? ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ ΠΠΪ

Db. ? Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ Œ Œ Œ™ ¢