Class Acts Arts 8720 Georgia Avenue, #303 Silver Spring, MD 20910 301-588-7525 • 866-458-8966 toll-free [email protected] Description: www.classactsarts.org During this program, Pittsburgh -based cello rock band Cello Fury performs, demonstrates, and leads discussions with students aboutwww.classactsarts.org classical/rock crossover music. Emphasis is placed on encouraging students in the study of traditionally “classical” instruments and applying those skills to play in various musical styles. Classically trained cellists Nicole Myers, Ben Muñoz, and Simon Cummings, along with jazz/rock drummer Dave Throckmorton, perform high-energy, original music along with classical pieces and cover songs, allowing students to connect the dots between musical genres and relate to their own musical experiences. Program Objectives: Students will explore the idea of genre by comparing and contrasting the genres of classical and rock music, the relationship between percussion and strings, the interplay of rhythms, and technology involved in producing a live show. They will identify various tone colors produced on the cello and drums. About the Artists: Cello Fury is a rarity in the music world: three classically trained cellists and a rock drummer performing high- octane music in locales ranging from concert halls to rock clubs. Continually developing their own unique style of cello rock, cellists Simon Cummings, Ben Muñoz, and Nicole Myers unleash new vitality and rhythmic drive in their music and dare to venture past classical expectations. Cello Fury has performed the half time show for the Pittsburgh Steelers, premiered music by classical composers, performed at the PMEA Music Educator’s conferences, collaborated with dance companies, and toured in Italy the summer of 2012, premiering an opera score with solo parts written especially for the ensemble. In June of 2008, Simon, Ben, and Nicole appeared as soloists with the Pittsburgh Symphony Pops under the direction of Marvin Hamlisch, and have performed live on television and radio. The band’s collective experiences have allowed them to perform in intimate club settings and for audiences as large as 67,000 at college venues, clubs, music festivals, stadiums, classical performance spaces, conferences, showcases, schools, and churches across 10 states and abroad. Academic Standards: This program may be used to address Common Core State Standards in the following curriculum areas: Reading for Informational Text: RI2 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Measurement and Data: K,1,2,3,4,5.MD Reason abstractly and quantitatively, model with mathematics, and use appropriate tools strategically. Reading Standards for Literacy in History/Social Studies: RH.6-8, 9-12 RH.6-8.3 - Analyze how and why individuals, events, or ideas develop and interact over the course of a text. RH.6-8.6 - Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.11-12.3 - Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RH.9-10.6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.11-12.6 - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Discussion Questions, Prompts, and Activities As a class, brainstorm a list of words and phrases that describe classical music and a list of words and phrases that describe rock music. What are the similarities and differences between the words and phrases that you used to describe each genre of music. Ask the students to list all of the places that they hear music (on television, the radio, movies, special events, concerts, background music, etc.). Where are they likely to hear classical music? Where do they expect to hear rock music? Why? Begin a class discussion or have students write about the styles of music that they enjoy. What is it about this music that they like? Why does the student relate to this music in particular? Ask students how they think an ensemble communicates during performances. Do they expect one instrument or performer to lead the ensemble? What is the role of an orchestra conductor? Why don’t rock groups have conductors? Listen to the Beatles’ Eleanor Rigby or Evanescence’s’ Bring Me to Life. How would a cello quartet cover these songs? What elements will the cello bring to these songs? During the Performance: What to Look and Listen for Drum Set – a collection of drums, cymbals, and other percussion instruments arranged for convenient playing by a single individual (the drummer). Pizzicato – a playing technique that involves the plucking of the strings with the fingers. Beat – the basic unit of time in music. Bow – a stick with many hairs stretched between its ends that is moved across the strings of the cello causing vibrations, which produce sound. Cover – a recording or performance of a song by a singer, instrumentalists, or group other than the original performer or composer. Amplification – a process that increases the amplitude (loudness) of sound. Acoustic Instrument – an instrument that can be played without the use of electronics. Electronic Instrument – instrument whose sound is produced or amplified mechanically with the use of electronics. Classical Music Characteristics o Most classical music uses the instruments found in an orchestra such as violins and horns; most of these instruments were invented before the mid-19th century and are acoustic. o Classical music spans from the 9th century to the present day. o Classical music generally uses complex harmonies, rhythms, counterpoint, and sometimes- complicated phrasing. o Classical pieces are often longer than typical rock songs. Rock Music Characteristics o Basic elements are one or several vocalists, heavily amplified electric guitars (including bass, rhythm, and lead), and drums. o Shaped by strong rhythms, singable melodies, and simple accompaniments. o Relies on heavy, dance-oriented rhythms, uncomplicated melodies, and harmonies. Performance Playlist The performance will feature a variety of original instrumental rock music, classical music, and cover songs, which are tailored to each school and participating grade levels. Songs may include: Ultimatum (Cummings, Muñoz) Beat the Clock (Muñoz) Bring Me Back to Life (Evanescence arr. Cummings) Pachelbel Rock (Pachelbel Rock arr. Cummings/ Muñoz) Trogdor (Cummings) Middle Ground (Muñoz) Farewell (Apocalyptica arr. Muñoz) Combustion (Cummings) Eleanor Rigby (The Beatles arr. Cummings) Stars Descending (Cummings) Further Exploration *Note to Teachers: To gather more materials that are appropriate for your grade level curriculum, contact your music teacher or library. You may also search for materials on-line at http://catalog.einetwork.net/search. Publications: Strings Magazine available through www.stringsmagazine.com Listening: “Barracuda” from the 2005 album A Radical Recital by Rasputina, Filthy Bonnet, 2005. “Barracuda” covered by Rasputina is available for downloading at iTunes.com and through Amazon.com. “Farewell” from the 2008 self-titled album by Apocalyptica, Universal int’l, 2008. “Farewell” and the album Apocalyptica are available for downloading at iTunes.com and Amazon.com. “Breathing” from the 2003 album Ocean Avenue by Yellowcard, Capital, 2003. Ocean Avenue is available through the Carnegie Mellon System and “Breathing” is available for downloading through iTunes.com and Amazon.com. “Eleanor Rigby” from 1966 album Revolver by the Beatles, Parlophone, 1996. “Sonata for Solo Cello Op. 8” by Zoltan Kodaly (written in 1915 featuring extended techniques). This piece is available through the album Instrumental music. Selections, Kodlay, Zoltan, London: Hyperion, 2010. Pirates of the Caribbean [sound recording]: The Curse of the Black Pearl/music composed by Klaus Badelt. Burbank, CA: Walt Disney Records, 2003. Alice in Wonderland [sound recording]/music by Danny Elfmann. Burbank, CA: Walt Disney Records, 2010. The Lord of the Rings, the Return of the King [sound recording]: original motion picture soundtrack/music composed, orchestrated and conducted by Howard Shore. Burbank, CA: Reprise/WMG, 2003. On The Web: Visit www.cellofury.com for more information or Cello Fury’s Facebook page, http://www.facebook.com/pages/Cello-Fury/207901612529?ref+ts .