CARNEGIE HALL presents Musical Explorers My City, My Song A Program of The Weill Music Institute at Carnegie Hall for Students in Grades One and Two How Can Music Represent the Spirit of a Community? 2008–2009 TEACHER GUIDE Second Semester The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall CARNEGIE HALL presents Musical Explorers My City, My Song A Program of The Weill Music Institute at Carnegie Hall for Students in Grades One and Two How Can Music Represent the Spirit of a Community? 2008–2009 TEACHER GUIDE Second Semester The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall CARNEGIE HALL presents Musical Explorers My City, My Song A Program of The Weill Music Institute at Carnegie Hall for Students in Grades One and Two How Can Music Represent the Spirit of a Community? 2008–2009 TEACHER GUIDE Second Semester The Weill Music Institute at Carnegie Hall 881 Seventh Avenue New York, NY 10019 Author Phone: 212-903-9670 Tanya Witek Fax: 212-307-5766 Contributing Editors [email protected] Susan Landis carnegiehall.org/musicalexplorers Maria Schwab Marte Siebenhar Misty Tolle Associate Managing Editor Lora Dunn Design Evelyn Ochoa Illustrations Sophie Hogarth Audio Production Leszek Wojcik Sponsored by Orrick, Herrington & Sutcliffe LLP © 2009 by The Carnegie Hall Corporation. All rights reserved. The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall Dear Musical Explorers Teacher, TABLE OF CONTENTS Welcome back to our yearlong Musical Explorers program! This semester, we will continue on our journey, building on UNIT 5 How Can Music Help Us to Celebrate? 7 discoveries from last semester as we encounter new neighborhoods, singers, and activities, and explore answers to the question “How can music represent the spirit of a community?” UNIT 6 How Can Music Help Us Look for the Explore Again! sections of this Teacher Guide. to Communicate? 25 These “bridge” activities will prepare your students by making connections between the new lessons and their work last semester. UNIT 7 How Can We Work Together We have highlighted these important warm-ups, which occur throughout the Teacher Guide, by placing them in shaded boxes. to Make Music? 39 Before digging into this semester’s new curriculum, please revisit last semester’s curriculum through the Explore Again! activities listed on UNIT 8 Getting Ready for Our Second p. 6. You will also need CD 1 (which was included in last semester’s Musical Explorers Concert 49 Teacher Guide) as you go through this semester’s curriculum to help you make these connections. Throughout this Teacher Guide, we have noted the places in which you will need CD 1. This semester’s Teacher Guide includes CD 2, referenced throughout this semester’s curriculum. We hope you enjoy the journey! The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall The Weill Music Institute at Carnegie Hall unit 5 Preparation Explore Again! How Can Music Help Us An Introduction to the Second Semester to Celebrate? of Musical Explorers Note: You will need the Student and Teacher Guides from Warm-Up and Activities for SG61–63 last semester for this review. From Carnegie Hall to Brighton Beach (SG61) BREATHING Review vocal exercises with students. Practice last semester‘s Tell students that the Conductor will now guide them on the second part of their Yawning Kittens, Bouncy Ball, and Sirens exercises found in Unit 1, musical trip through New York City. We will start at Carnegie Hall and travel to Lesson 3, CD 1, Tracks 2–5. Brighton Beach, Brooklyn, to meet our next featured singer, Vlada. Have students turn to SG61 and help them: VIBRATIONS • Find our artists from last semester at Carnegie Hall in Manhattan. Return to SG10 (Unit 1, Lesson 3). Do your students notice any new • Find Vlada in Brighton Beach, Brooklyn. vibrations in their bodies now that they have been singing for several • Have students trace the route from Carnegie Hall to Brighton Beach in Brooklyn. months? SONGS Meet Vlada! (SG62) Ask students: My Letter to Vlada (SG63) • “What was your favorite song from last semester? Why?” Read Vlada’s postcard on SG62 to your students. (Students will write their own letters Review and sing the songs from last semester (see SG58 in last semester’s to Vlada later in this unit, on SG63.) Teacher Guide). MUSICAL WORD WALL Review the words on the Musical Word Wall you created last semester. Ask students: • “Do we need to review the meaning of any of the words? Which ones?” • “Do you have any new words to add to the Word Wall? What are they?” MUSICAL NOTATION Review the musical staff on SG11 and 12 (Unit 1, Lesson 4). Review and practice singing the five-note scale on SG 25 (Unit 2, Lesson 4). Review and practice different rhythmic values on SG41 (Unit 3, Lesson 5). 6 7 SG61 SG62 From Carnegie Hall to Brighton Beach Meet Vlada! Now we’re ready to go from Carnegie Hall to Brighton Beach in Brooklyn to meet our next singer, Vlada. Find Carnegie Hall and our first three artists on the map. Then find Vlada on the map. Trace the correct route that leads from Carnegie Hall toQUEENS Brighton Beach! Greetings from Carnegie Hall Brighton Beach Start MANHATTAN Gregory Anne-Marie BROOKLYN Dear Musical Explorers, Welcome to Brighton Beach, Brooklyn! I was born far away, in Falu Ukraine, and I grew up in Bulgaria in Eastern Europe. I started singing when I was four years old and I have not stopped since then! Where Musical Explorers I come from, we sing to celebrate Vlada c/o Carnegie Hall special occasions, such as Brighton Beach birthdays, holidays, and weddings. 881 Seventh Avenue Finish I will sing these kinds of songs for you at Carnegie Hall. After the con- New York, NY 10019 cert, write to me and let me know which songs you liked the best! Sincerely, Vlada 8 9 unit 5 Lesson 1 SG63 My Letter to Vlada How Can Songs Help Us to Celebrate? CREATING AIM: To explore the meaning of birthdays and how they can be celebrated through song in different countries. Write a letter to Vlada to let her know the kind of music you and your MATERIALS: Musical Explorers Student Guide and CDs 1 and 2; CD player; pencils, family like listening to. Ask Vlada anything you would like to know markers, and crayons; chart paper; Musical Word Wall about her. You can also draw pictures in your letter! STANDARDS: US 1, 6, 8, 9; NYC 1, 2, 3 SUMMARY: In this lesson, students will explore the meaning of a birthday within their own families and hear how birthdays are celebrated through song in the United States and Russia. Students will build on the listening skills they developed last semester. VOCABULARY: birthday, celebrate, Russia, party Dear Vlada, Warm-Up and Activities for SG64 Warm up students’ singing voices with the Yawning Kittens, Bouncy Ball, and Sirens exercises, CD 1, Tracks 2–5, and the “Carnegie Hall Musical Explorers Song,” CD 1, Track 1. Sing a favorite song from last semester’s curriculum with students (see SG58 for a list of songs). Exploring Birthdays (SG64) CLASSROOM TEACHER ACTIVITY Facilitate a discussion with students. Ask students: • “How do we celebrate birthdays?” For homework, ask students to interview their parents, grandparents, or guardians about their memories of their childhood birthdays. For example, students can ask: • “Did you celebrate your birthday with your family? If so, how?” • “What were some of your family’s traditions?” (Responses might include: “We had a piñata.” or “We had a big party.”) • “Was there a song your family sang or played on birthdays?” • “How did you feel the day after each birthday?” Sincerely, • “Do you have any photos of one of your family’s birthday celebrations?” 10 11 unit 5 Lesson 1 SG64 MUSIC TEACHER EXTENSION Facilitate a discussion with your students. Ask students: Exploring Birthdays • “How do we celebrate birthdays?” How do we celebrate birthdays? To follow up on this discussion, have students share results from their interviews with family members from p. 11 and document their responses on chart paper. On SG64, have students draw either a family member’s birthday party or the CREATING student’s own birthday party. Draw a birthday party that you have attended. LISTENING AND COMPARING TWO DIFFERENT BIRTHDAY SONGS Sing “Happy Birthday” with the recording, CD 2, Track 1. Ask students: • “What mood does this song make you think of? Why?” • “What do you feel when you sing this song?” Listen to Vlada’s recording of the Russian birthday song “Cheburashka i Gena” (pronounced Che-boor-ASH-ka EE GEY-na) (also called “Birthdays Come Only Once a Year”), CD 2, Track 2. Ask students: • “What kind of mood does ‘Birthdays Come Only Once a Year’ make you think of? Why?” • “How is the mood of the music similar to or different from the ‘Happy Birthday’ song that we usually sing?” Explain to students that, in Russia, people sing “Birthdays Come Only Once a Year” to celebrate birthdays. The song comes from a well-known and beloved animated Russian film, and celebrates the magic of a birthday. Gena, the film’s main character, sings the song to tell his friend Cheburashka that he thinks it is sad that birthdays only happen once a year. Listen to “Birthdays Come Only Once a Year” again, CD 2, Track 2.