sign in sign up
<<
Home , Die from a Broken Heart, Irving Berlin, Start Here, Tabla

TEACHER’S GUIDE VOL. 40 • NO.1

THE UNPITCHED PERCUSSION FAMILY

LISTENING GUIDE “Tiny Dancer” by THE MUSIC OF MADDIE They have blended a penchant for honesty with a relentless drive to succeed, in the process creating an unstoppable force. & TAE

ALL-NEW! INCLUDES LESSON PLANS FOR: • The Music of New york City MUSICAL MYTHBUSTERS • The Unpitched Percussion Family • Listening Guide “Tiny Dancer” by Elton John FACT OR FICTION: It’s impossible to • Song of the Month: “” become a recording artist these days. by Maddie and Tae TEACHER’S GUIDE FROM THE EDITOR

Another school year is upon us. While some schools Vol. 40 • No. 1 are operating differently than we are accustomed to, our mission at Music Alive! remains the same: to provide useful, fun resources for you — the hardworking, general CONTENTS music teacher. You will find that a brand new column has been added to the monthly lineup: Musical Mythbusters. 3 The Music of New York City The purpose of this column is to debunk myths about the music industry, to ensure that your students have the proper tools to explore 4 The Unpitched the world of music in the best way for them. Though there is no direct lesson Percussion Family plan associated with this column, encourage your students to do their own 5 Listening Guide research on the posed questions and learn for themselves. “Tiny Dancer” by Elton John This month’s story on the music of New York details the array of genres, venues and stories that have come out of one of the greatest music scenes 5 Quiz Answers in the world. There are tons of online resources for students to continue exploring by using the timeline at momentnyc.org. As always, we hope you 6 Song of the Month and your students are staying safe and healthy. Welcome to the 40th season “Die From a Broken Heart” of Music Alive! by Maddie and Tae — Anna Black, Editor-in-chief 7 Crossword

National Core Arts Standards: A Summary TRACK LISTING

As you use this Teacher’s Guide, HEAR THE MUSIC EXTENDED PLAY refer to this summary of the “Die From a Broken Heart “Marie from Sunny ” 11 NCCAS anchor standards: by Maddie &Tae by “Tiny Dancer” by Elton John Cr1. Generate and conceptualize “Puttin’ On the Ritz” artistic ideas and work “NewYork, NewYork” by by Irving Berlin Cr2. Organize and develop “WhenYou Want ‘Em,You Can’t Get LEARN MORE artistic ideas and work ‘Em, WhenYou’ve Got ‘Em,You Don’t Cr3. Refine and complete artistic Want ‘Em” by The Self-Taught Drummer ideas and work bit.ly/ma401un1 “This Land IsYour Land” Pr4. Analyze, interpret, and select Beginner DrummingTips artistic work for presentation by bit.ly/ma401un3 Pr5. Develop and refine artistic work for presentation StrikingTechniques Pr6. Convey meaning through bit.ly/ma401un2 the presentation of artistic work Re7. Perceive and analyze artistic work Re8. Interpret intent and meaning in artistic work HOW TO CONTACT US Re9. Apply criteria to evaluate artistic work Cn10. Synthesize and relate knowledge CUSTOMER SERVICE and personal experiences to make art Please visit musicalive.com for basic information regarding subscriptions and customer service. If you Cn11. Relate artistic ideas and works need assistance regarding any problems with magazine delivery or damaged components, please e-mail with societal, cultural, and historical [email protected]. Remember, we need your complete name and address to respond context to deepen understanding to and solve your problem. Please provide as much detail as possible in your message, as well as how and when to contact you. We’re committed to providing you with not only great educational materials, but also great service. Music Alive! (ISSN 1051-8975), is published eight times each year, from October through May, by In Tune Partners, LLC, 582 North Broadway, White Plains, NY 10603, Fax 914-741-1136, BACK ISSUES Phone 914-358-1200. To inquire about past issues still available for purchase, please email us at musicalive@intunepart- Music Alive! is independently owned and operated. No part of this ners.com. publication may be reproduced, stored in any retrieval system, or transmitted, in any form, by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permis- EDITORIAL QUESTIONS sion of the publisher. Music Alive! © 2020 In Tune Partners, LLC, For any content-related questions or comments, or to suggest an artist or topic for future coverage, 822 Commerce St.P.O. Box 166Thornwood NY 10594. please e-mail the Editor at [email protected]. We welcome your feedback.

2 • Vol.40,No.1 • musicalive.com FEATURE THE MUSIC OF NEW YORK CITY Meets National Core Arts Anchor Standards 5, 7, 9 and 10

OBJECTIVES CINEMA—a movie theater • Develop and refine artistic work for presentation WANE—become weaker (Pr5) REFINE—improve • Perceive and analyze artistic work (Re7) REVIVALIST—one who believes in reviving a • Apply criteria to evaluate artistic work (Re9) former practice • Synthesize and relate knowledge and personal NICHE—a comfortable position experiences to make art (Co10) DEVELOP MATERIALS Ask students the following questions: • Music Alive! magazines (Vol.40 No.1) • Computer or mobile device with Internet access What is NYC famous for? What kinds of venues exist in New York? START What is a borough and how many are there in Ask your students to read “The Music of NewYork New York? City” on pages 6-9 before reviewing the words below. Which venue is considered the world’s leading [This reinforces comprehension and vocabulary.] performing arts center? Who is one person who grew up in New York and INDIE—short for independent; not belonging to a became famous? record What did Machito do to improve the music scene ASPIRING—directing one’s hopes toward becom- in New York? ing a specified type of person Who wrote “? PRESTIGIOUS—having high status NAMESAKE—a person or thing that has been ASSESS; named after another person Did the students read the article? PHILANTHROPIST—a person who donates money to good causes Did they answer the review questions? CONSECUTIVE—in unbroken sequence Did they listen intently to the choir videos and give their opinions? PUNCTUATE—interrupt with BOROUGH—a governmental district RENOWNED—famous REPUTABLE—having a good reputation ACQUIRE—obtain; learn or develop VOCATION—a profession VAUDEVILLE—a type of musical comedy

musicalive.com • Vol.40, No.1 • 3 FEATURE THE UNPITCHED PERCUSSION FAMILY Meets National Core Arts Anchor Standards 7-9, 11

OBJECTIVES TONIC—the first degree of a scale • Perceive and analyze artistic work. (Re7) DOMINANT—the fifth degree of a scale • Interpret intent and meaning in artistic work. (Re8) SUBDOMINANT—the fourth degree of a scale • Apply criteria to evaluate artistic work. (Re9) • Relate artistic ideas and works with societal, cultural and ELIMINATE—remove or get rid of historical context to deepen understanding. (Cn11) MUFFLE—wrap or cover to reduce loudness

MATERIALS MULTITUDE—a large number • Music Alive! magazines (Vol.40 No.1) • Computer or mobile device with Internet access DEVELOP Using any instruments available in the room, have START students identify them as pitched or unpitched. If none Ask your students to read “The Unpitched Percussion Fam- are available, use internet images. ily” on pages 10-13.Then, go over the following highlighted What is one example of something that would categorize an words. instrument as unpitched? [This reinforces comprehension and vocabulary.] What are unpitched percussion instruments typically used TONAL—relating to the pitch, quality and strength of for? music Is there such thing as unpitched instruments that can be ACCENT—an emphasis on a particular note used as pitched instruments? What about the reverse? FREQUENCY—the rate at which a vibration occurs How many methods are there of playing percussion instru- ISOLATE—cause to remain alone ments? Other than sticks, what tools can you use to play percussion instruments? PITCH—a standard degree of highness or lowness of a note HARMONIC—an accompanying a fundamental ASSESS tone Did the students read the article? CONFLICT—clash Did they review the vocabulary words? OVERTONE—a musical tone that is part of a harmonic Did they answer the supplemental questions? series FUNDAMENTAL—a central or primary note, tone or frequency CRITERION—a standard by which something may by judged

4 • Vol.40,No.1 • musicalive.com LISTENING GUIDE “TINY DANCER” BY ELTON JOHN Meets National Core Arts Standards 5, 7, 9, and 11

OBJECTIVES What is unique about John’s voice? Develop and refine artistic work for presentation Pr5( ) At what points in the song are there changes in instrumenta- Perceive and analyze artistic work (Re7) tion? Apply criteria to evaluate artistic work (Re9) How does this song make you feel? Relate artistic ideas and works with societal, cultural and historical Do you like the song? Why or why not? context to deepen understanding (Cn11) 3. Ask students about the story behind the song Who co-wrote “Tiny Dancer” with Elton John? MATERIALS What was the songwriting duo’s first impression of LA? Music Alive! magazines (Vol.40 No.1) Who is “Tiny Dancer” about? Computer or mobile device with Internet access What were Elton John and inspired by?

START CLOSE Ask your students to read “Listening Guide” on pages 18-19. As a class, discuss what might inspire you to write a song. “Tiny Dancer” is commonly thought to be about one particular DEVELOP woman and the things John observes her doing, however, there is so Play “Tiny Dancer” by Elton John (Hear the Music track 2 on much more context to be discovered by listening closely. Knowing musicalive.com) while having the students follow along with the that the song is about an entire population, how does your interpre- timeline. tation change? What subject would you write a song about (if you had to), and why? In what context? 2. Ask students about the song What instruments do you hear in the intro? ASSESS Is the tempo fast or slow? Did the students follow along with the Listening Guide? What genre is the song? How do you know? Did they listen to the song using the timeline? What is this song about? Did they answer the supplemental questions? What adjectives would you use to describe this song? QUIZ ANSWERS This month’s quizzes are available at musicalive.com/the-quiz-zone-40-1. Here are the quiz answers:

THE MUSIC OF NEW YORK CITY THE UNPITCHED MADDIE AND TAE 1) , Lincoln Center, Radio City, PERCUSSION FAMILY 1) Heartbreak and relying on your the BeaconTheater, the Brooklyn Academy mother 1)Two: pitched (tuned) and un- of Music, the Jazz Foundation of America, the pitched (untuned) 2) Country ApolloTheater 2) , , , 3) “Fly,” “,” 2) Andrew Carnegie , , “Friends Don’t” 3) Lincoln Center 3) Snare , drum, , 4) Oklahoma , tambourine 4) NYC is known for its rich, diverse and repu- 5) Texas table performing arts scene (Broadway!) 4) A produces frequen- cies that conflict one another, a snare 6) Nashville is referred to as the “capi- 5) Irving Berlin is a famous who drum produces inharmonic sounds, tal of country music” wrote songs like “Puttin’ On the Ritz and “God a snare drum’s sound is unrelated to 7) Lots of people have the same dream Bless America” pitched sounds of other instruments and they have to fight for a spot at the 6) Brooklyn 5) A frequency top 6) Tom-toms 7) An American in Paris, Porgy and Bess 8) Dot Records 7) The tabla 8) 15 years old 8) Sticks, mallets, hands, brushes 9) Visited the Vanderbilt Children’s Hos- 9) Vaudeville is a form of musical comedy 9) Hips, knees, hands, chest pital to write letters to sick children performed in NewYork during the 1800s 10) Subjective. 10) 10) is a famous bandleader and

drummer

musicalive.com • Vol.40, No.1 • 5 SONG OF THE MONTH “DIE FROM A BROKEN HEART” BY MADDIE & TAE Meets National Core Arts Standards 7-9

OBJECTIVES What is this song about? • Perceive and analyze artistic work (Re7) Is this song fast or slow? • Interpret intent and meaning in artistic work (Re8) Is this song soft or loud? • Apply criteria to evaluate artistic work (Re9) How does it make you feel? Why do you think it makes you feel that way? MATERIALS Which part of the song is your favorite and why? • Music Alive! magazines (Vol.40 No.8) • Computer or mobile device with Internet access CLOSE Watch Maddie & Tae perform “Die From a Broken Heart” acoustically. START https://www.youtube.com/watch?v=yXilD_wv5u0 1. Ask students to read the text on pages 14-16 on their own 2. Have one of the students read aloud the text on page 16 DISCUSS 3. Play Maddie &Tae’s “Die From a Broken Heart” How does the acoustic version sound different from the original? Which ver- (Hear the Music track 1 on musicalive.com), while the stu- sion do you prefer? What is their dynamic together like on stage? dents read through the notation on pages 17-18 ASSESS DEVELOP Did the students follow along with the song? Ask students about the story: Did they answer the discussion questions?

How were Taylor and Maddie’s childhoods similar? How did the pair meet? Where was their first destination to perform their music together? CROSSWORD SOLUTION What happened while they were in Crossword Puzzle can be found on page 7 Nashville? October 2020 What is special about “Die From a 1V 2T Broken Heart”? 3 What are a few other songs that have A F A been successful for the duo? U R B What prestigious list did Maddie & Tae D E 4G 5K L land on in 2017? 6 E Q E A L I A N A Who did the girls open for on tour in 7 2019? I V U R R What is the name of their latest al- N I E S A bum? 8P H I L A N T H R O P I S 9T

2. Ask students questions about the song/ A L C W K A notation: R E Y I E Y How many sharps are in the key sig- M N 10B E L L nature? O O What key is the song in? 11 12 How would you describe Maddie & N A S H V I L L E B O R O U G H Tae’s voices? I How can you tell this is a country 13A C C E N 14T S song? U What instruments do you hear? N E D 6 • Vol.40,No.1 • musicalive.com October 2020 CROSSWORD

1 2

3

4 5

6

7

8 9

10

11 12

13 14

ACROSS 12 Brooklyn is considered one of these 3 The rate at which a vibration occurs 6 Maddie &Tae first performed under the (there are five total in NYC). within a sound wave is called this. name Sweet ______. 13 One of the primary functions of 4 George ______has many namesakes 8 Andrew Carnegie was an example of unpitched percussion instruments are to in NewYork City. this, someone who donates money to good provide these to certain notes played by causes. other instruments. 5 Maddie’s parents regret buying her this type of machine. 10 This can be used as a singular un- DOWN pitched instrument, or grouped together 7 A snare drum produces this kind of with others to 1 A type of musical comedy performed in sound because its frequencies conflict function as a pitched instrument. the 1800s. with one another.

11 Maddie &Tae first visited this city 2 This is the name of a pitched indian drum. 9 Tae (as in Maddie &Tae) is short as a duo. for what name?

Copyright © 2020 In Tune Partners, LLC. All rights reserved. Permission granted to photocopy for classroom use only. WORD SEARCH

There are more unpitched percussion instruments than you think! Find and circle the percussion instruments listed on the right. Words can be horizontal, vertical, diagonal or backwards!

Make Sure You Teach Your Students To Protect Their Hearing! Etymotic’s “Adopt-A-Band” program ETYMOTIC ER20 SMB-C is now called Etymotic Education EDUCATION $10.25 ER20 SMB-C PRICING plus shipping Minimum order 25 pairs ER20XSD-UF-C Purchase orders accepted, but products $14.95 shipped upon payment For more information and to order plus shipping [email protected] ER20XSD-UF-C

8 • Vol.40,No.1 • musicalive.com