elody and eaning M M : 3rd – 6th Intent in Words and Music Grades

Lesson 2 – Tools of the Composer: Musical Instruments and Musical Form Objective Students will be able to identify the standard instruments in an orchestra both through sight and sound and will be able to classify instruments into the four instrument families. Students will create a word bank of essential domain specific vocabulary (Tier 3) through active listening. They will become familiar with the rondo form and will create a sound map.

Suggested Materials • BPO Orchestra Family Tree poster (included in the 13-14 Youth Concert brochure) • BPO Family Tree (provided) • Recordings of the instruments of the orchestra, or a computer to access children’s music websites. Two of the best resource sites with quality musical instrument sounds are from the New York Philharmonic: www.nyphilkids.org or Dallas Symphony Orchestra: www.dsokids.com • Recording of Haydn’s Symphony No. 88, 4th movement -audio links can be found at bpo.org/education • Sample sound map of Haydn’s Symphony No. 88, 4th movement (provided)

New York State Arts Standards 2 – Knowing and Using Arts Materials and Resources 3 - Responding to and Analyzing Works of Art

Common Core Learning Standards for ELA & Literacy Writing, CCR 4 Speaking & Listening, CCR 1, 2 and 5 Language, CCR 6

Procedure (This lesson can be done over multiple class periods) MUSICAL INSTRUMENTS 1) Hand out a copy of the BPO Family Tree to each student and post the BPO Family Tree poster in the classroom for reference. Explain that the instruments available to a composer are like the colors of paint for a painter or the words that an author chooses. A composer uses these different musical sounds to create unique music. The BPO Family Tree contains the most commonly found instruments in an orchestra. 2) Ask students to look at the instruments on the BPO Family Tree. Choose a branch on the tree that represents one of the instrument families. Create a chart at the front of the room with four columns– one for each instrument family – and label each column. Ask students to identify what characteristics the instruments in this family share. At the front of the classroom, record the information in the appropriate column. Lesson 2 – Tools of the Composer: Musical Instruments and Musical Form (continued)

3) As you are discussing this instrument family, play a recording of several of these instruments so that students can examine the way that they look and also the way that they sound. You may already have audio resources in your classroom for this, but if you do not, there are many great websites to utilize. Two of the best resource sites with quality musical instrument sounds are from the New York Philharmonic: www.nyphilkids.org and the Dallas Symphony Orchestra: www.dsokids.com 4) Repeat for each family, while recording the students’ observations under one of the columns until you have completed all four instrument families. 5) Discussion questions: Do any of the families have similar characteristics to each other? What instruments might you choose if you were going to write a piece of music?

MUSICAL FORM: RONDO FORM 1) One possible definition of music is “organized sound.” In order to write music, a composer must choose the sounds that he or she would like to hear and then organize these sounds into a form. What types of sounds might a composer choose? Ex: voices, body percussion, musical instruments, etc. What are some ways that a composer can organize these sounds? What kinds of musical forms can you name? (Ex: song, march, anthem, symphony, etc.) 7) Introduce the symphony that students will be listening to - a symphony written by the classical composer Haydn. Haydn wrote over 100 symphonies in his lifetime and this one is #88. It uses a very common musical form – “rondo form”. This kind of musical form does not tell a specific story. It is a way to organize music. 8) Write the form on the board for the students to see: A – B – A – C – A Let students know that each letter stands for a melody or section of music. Notice that one of these letters keeps coming back, over and over! That is a very important part of the sonata or rondo form. Rondo form can add more letters or repeat A and B sections more times. It is up to the composer. 9) Play the beginning of a recording of theS y4thm movementphony Nof Haydn’so. 88 Symphony No. 88. (The first 12 seconds SMyomvepmehnot 4n oype nNingo m. e8lod8y Franz Joseph Haydn or so). This is the A section. Make sureM studentsovement 4are op efamiliarning me lwithody this melody byFr aplayingnz Joseph itH aay dcouplen of times. Sing along with it or create a movement for it. Then continue to play the recording and ask students to raise their hands each time they hear the A section return. Violin Violin

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Vln.5 Vln. 10) To advance the lesson, time and willingness permitted, you can help students create a sound map of the whole 4th movement using the recording. How many times does the A section return? See attached for example.

Extending the Learning What instruments did Haydn choose to use in this piece? Can students identify through listening which instruments and instrument families are featured in this symphony?