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Children's Concert 2015 Teacher's Guide for All Ages

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Children's Concert 2015 Teacher's Guide for All Ages Children’s Concert 2015 Teacher’s Guide for All Ages Manuel de Falla’s Three Dances from the Three Cornered Hat (Suite 2) “Vivid, evocative, passionate and colorful--these are adjectives frequently used to describe the music of Spain. Spanish music is infused with rhythm due to the major influence of dance; the region of Catalonia alone is the source of over 200 traditional dances. Also, Spain's geographical position and history mean that its culture has absorbed musical traditions from Arab, Gypsy, Jewish, African and Greek populations.” Credit: eHow.com Read more: http://www.ehow.com/list_6582823_characteristics-spanish-music.html Dances from Spain’s greatest composer of the 20th century give us a chance to enjoy the culture of Spain through music. Multi-meters, expressive lines, an abundance of percussion, “bull-fighter” themes, and beautiful colors of the many “showcased” instruments are all prevalent in these beautiful and exciting dances: Seguidilla, Farruca, and the Jota. Try listening to this YouTube performance with Antoni Ros-Marba conducting: http://www.bing.com/videos/search?q=de+falla+three+dances+from+the+three+cornered+ hat+youtube&FORM=VIRE15#view=detail&mid=A7FAF2ADAF53D69ECF05A7FAF2ADAF53 D69ECF05 All three dance styles have great descriptions on Wikipedia http://en.wikipedia.org/wiki/Seguidilla http://en.wikipedia.org/wiki/Farruca http://en.wikipedia.org/wiki/Jota If you’d like to watch the three dance sections on UTube: https://www.youtube.com/watch?v=0WZBOF-9t64 Seguidillas (minutes): 16:38 – 19:41 Farruca (minutes): 19:41 – 23:00 Jota (minutes): 35:40 – 41:38 (end of ballet) CONCEPT: RHYTHM Rhythmic Musical Terms to listen for in the music: Rhythm – Strong beats & weak beats Beat – The pulse Time Signature – The numbers at the beginning of the staff Accent – Stronger notes ¾ Time – Waltz-like (1 – 2 – 3) with one being the strongest Both ¾ and 6/8 in the Time Signature: The strong beats go back and forth between 3 beats in a measure to 2 beats in a measure by dividing 6 eighth notes either by 3 or by 2. Listen to Jota: 1st 4 measures are in ¾ and then 6/8 begins in the 5th measure. (video: start at minute 35:40) accelerando – gradually getting faster ritard – gradually getting slower Hemiola – over 6 beats in ¾ time: two beat accents instead of 3 beats Listen: Seguidillas: video minutes: 17:02 / 17:08 / 17:13 Activities: • Move to the music • Clap strong beats • Change positions every “beat one” • The end of the Jota has a huge accelerando – move with it • Conduct the ending • Write two measure rhythm examples of all the different combinations of notes that would equal two measures in ¾ time CONCEPT: Instrumentation - Three Dances from The Three Cornered Hat The score calls for an orchestra consisting of two flutes and piccolo, two oboes and english horn, two clarinets, two bassoons, four horns, three trumpets, three trombones and tuba, timpani, snare drum, bass drum, cymbals, triangle, castanets, tam-tam, xylophone, harp, celesta, piano, and strings. ACTIVITIES The same activities as those listed for Mr. Smith’s Bowl of notes. Be sure to come to the concert at least ½ hour early to hear the instruments up close! CONCEPT: Music from Other Lands “Vivid, evocative, passionate and colorful--these are adjectives frequently used to describe the music of Spain. Spanish music is infused with rhythm due to the major influence of dance; the region of Catalonia alone is the source of over 200 traditional dances. Also, Spain's geographical position and history mean that its culture has absorbed musical traditions from Arab, Gypsy, Jewish, African and Greek populations.” Credit: eHow.com Read more: http://www.ehow.com/list_6582823_characteristics-spanish- music.html ACTIVITIES Research Spanish historical costumes in the early 1900’s. Watch the videos of dances from Spain noted earlier in this Teacher’s Guide Compare the differences in dance / music from the 1900’s to the 2000’s. Discuss the importance of accepting all cultures. .
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