Musical Passport
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BPO Musical ssport Pa 3rd – 6th Grades Lesson 1 – Rhythms Around the World Objective Using the music of African American composer William Grant Still, Mexican composer Arturo Márquez and American composer George Gershwin, students will define and explore the musical element of rhythm. They will understand steady beat, clavé rhythm and syncopated rhythm while learning about the music of Africa, Latin America and American jazz. Suggested Materials • Fact sheets for 3 composers: William Grant Still, Arturo Márquez and George Gershwin (attached) • Recordings of Still’s Africa, movement 3, Márquez’ Danzon No. 2 and Gershwin’s Fascinating Rhythm (audio links can be found at youtube.com/user/BfloPhilharmonic) • Classroom rhythm instruments • World maps (provided) • Classroom resources for research New York State Arts Standards 1 – Creating, Performing and Participating in the Arts 2 – Knowing and Using Arts Materials and Resources 3 – Responding to and Analyzing Works of Art 4 – Understanding the Cultural Contributions of the Arts New York State Social Studies Standards 2 – World History 3 - Geography Common Core Learning Standards for ELA & Literacy Reading, CCR 1, 2, 4 and 7 Writing CCR 7 Speaking & Listening, CCR 1, 2 and 4 Language, CCR 1 and 6 Procedure 1) This lesson can be done as a class, in small groups or individually depending on the age and level of your students. Using the Fact sheets for the three composers, spend time (as a class, individually or in groups) reading each sheet for understanding. EDUCATION EDUCATION Lesson 1 – Rhythms Around the World (continued) 2) At the bottom of each sheet are Extended Learning prompts. Using these to spark discussion and further the learning, you can: a. Use the provided world maps so that students can locate the country or region of the world that their composer and piece features. b. Listen to all or a portion of the featured musical piece for each composer and focus on the unique rhythmic qualities in each piece. c. Using classroom rhythm instruments, students can explore the rhythm featured in each piece. d. Use the prompts to do further research using classroom tools. 3) If you do this lesson in groups or individually, gather together as a class again at the end of the period and ask each group (or form groups of students that focused on a particular composer/piece) to teach the rest of the class about what they have learned. Ask them to include some information about the composer, the piece of music and which region of the world the music is highlighting. You can play a recording of the featured piece during each presentation and students can play or move along with the music. Learning Extension Using classroom resources for research, students can do further study on each featured composer. Students may make presentations or create posters to share the additional information they have learned. EDUCATION Arturo Márquez was born in Alamos, Mexico in 1950. He is the first born of nine children and he comes from a long line of musicians. His grandfather was a Mexican folk musician and his father was a mariachi musician in Mexico and later in Los Angeles. Because of this, Arturo heard several musical styles growing up that influence his music writing today. When he was young, Arturo’s family immigrated to California from Mexico and they settled in asuburb of Los Angeles. In high school he learned to play trombone, violin and piano. He started composing his own music at the age of 16 and began serious music studies at that time. He moved back to Mexico and attended the Mexican Music Conservatory. He went on to other places throughout the world improving his music writing and his music performance skills. Arturo became famous outside of Mexico when he wrote a series of pieces for orchestra called The Danzones, which are based on the music of Cuba and the Veracruz region in Mexico. Danzón No. 2 was included on the program played by the Simon Bolívar Youth Orchestra from Venezuela on a tour throughout Europe and the United States. This is an orchestra of young people who have been studying music since they were very young. Because so many people around the world enjoyed hearing this piece performed by these talented students, it became very well known outside of Mexico. In fact, the performances by this orchestra have also inspired many young people in the United States and around the world to play musical instruments. Arturo Márquez now lives with his family in Mexico City and teaches music at the National University of Mexico. Danzon is a type of dance that is popular in Mexican dance halls, where Arturo discovered Latin ballroom dancing. He was inspired by the rhythms and movement of this dance. Danzon No. 2 includes the clavé rhythm, which is a rhythm developed from a combination of African and Cuban influences. Clavé rhythm is found in many different types of Latin music. Try it! Clavé Rhythm Extended Learning 1) Arturo Márquez is from Mexico. What part of the world is Mexico found in? What other countries are in this part of the world? 2) Listen to Danzon No. 2. How would it feel to dance to this music? Try it! 3) Can you discover any other Latin dances besides the danzon? Do they use similar or different rhythms as the danzon? 4) Arturo’s father was a mariachi musician. What is mariachi music? What instruments do mariachi musicians play? Where might you hear this music? 5) Find a person or a group of people and teach them the clavé rhythm. Do you find this rhythm easy or hard to do? Is it an easy rhythm to teach or is it a challenge to teach to others? Why? EDUCATION William Grant Still was an African American composer that lived from 1895 to 1978. He enjoyed great success during his lifetime as a composer and a conductor, and he achieved many firsts for African Americans – he was the first to conduct a major American symphony orchestra (Los Angeles Philharmonic), the first to have a symphony he wrote performed by a leading orchestra (Rochester Philharmonic), the first to have an opera performed by a major opera company (New York City Opera), and the first to have an opera performed on national television (PBS). William grew up in Little Rock, Arkansas and was encouraged in his interest in music by his mother and his step father. He listened to classical records, went to concerts, listened to his grandmother sing spirituals and learned to play violin. When he went to college he first studied medicine, but while he was there he learned to play several instruments. He also conducted the school band, organized concerts featuring his compositions and began con- sidering a career as a classical composer. This was at a time when there were no professional African American classical composers in America. After serving in the military during World War I he ended up following his love for music into a career composing and arranging it. He even played oboe for a musical in New York City and served as the recording director for a record label. He continued studying and writing music, ultimately achieving great success in the classical music world. He wrote over 200 pieces of music including symphonies, operas, ballets, vocal pieces and music instruction books. Africa William finished his piece titled Africa around 1927. He wanted to write a piece that reflected his African heritage and the cultural connection he felt to Africa as an African American. He studied African music and African culture for many, many years before writing this piece. The third movement is titled, “Land of Superstition” and it celebrates the importance of stories, myths and folklore in African cultures. This movement uses some melodies that are inspired by African songs and rhythm is central in driving a steady beat. Rhythm is very important in African music, which is reflected in the vast number of drums and percussion instruments found in African cultures. There are as many different rhythms played in African music as there are drums. But through all the complex rhythms you can usually find a very steady beat. Extended Learning 1) William Grant Still is from America but his piece called Africa celebrates his African heritage. Where is Africa? What countries are found in this part of the world? 2) The third movement of Africa is called “Land of Superstition” and it celebrates the importance of stories, myths and folklore in African cultures. Can you find an African folktale and read it or tell it to someone else? 3) William Grant Still broke down many barriers for African Americans in the classical music world. Can you discover some other African Americans who have been or are now involved in classical music? Do you think they were influenced by people like William Grant Still? Why or why not? 4) Listen to any African drumming selection you can find and see if you can tap a steady beat along with it. Share this music with someone else and practice your steady beat together. Try listening to William Grant Still’s Africa, movement 3 and do the same. (the BPO will play the middle section – using the BPO’s youtube link, start at 3:32 to 6:07) EDUCATION George Gershwin is one of America’s most famous composers. He wrote in a style that brought jazz influences into classical music and many of his songs have become standards from America’s Jazz Age. He was born in Brooklyn, NY in 1898 and grew up in New York City. He learned to play the piano when he was 11 and when he was 15 he got his first job as a “song plugger” for a music publisher.