Young Persons Guide To the Orchestra

Tiny Tots & Prime Time Concerts

Fotosearch and OrSymphony.org

Young Persons Guide to the Orchestra

About the composer:

Benjamin Britten
Died 1976

Born in Suffolk, England, 1913. Began composing as a child

Studied piano and viola, as an adult he only played piano, but the viola was significant in his compositions Wrote in various musical genres such as orchestral, choral, solo vocal, opera, chamber and instrumental, as well as film music Took great interest in writing music for child and amateur performers Was a noted pianist and conductor

wikipedia.com

OrSymphony.org

About the music:

Young Persons Guide to the Orchestra

One of the best-known pieces by Benjamin Britten Written in 1946, subtitled Variations and Fugue on a Theme of Purcell referring to the composer Henry Purcell, a 17th century English composer of secular and sacred music. The work is based on the Rondeau from Abdelazar, written by Henry Purcell (1659-1695) The Guide was composed for a documentary film as a way of showing the tone colors and capacities of the various sections of the orchestra It showcases each orchestral instrument family. Each family (String, Woodwind, Brass, Percussion) demonstrates its uniqueness by utilizing a variety of solo instruments, as well as the instruments of each family playing together. The form or structure of the piece is theme and variations

Young Persons Guide to the Orchestra

THE SCRIPT The composer has written this piece of music specifically to introduce you to the instruments of the orchestra. There are four teams of players: STRINGS, WOODWIND, BRASS, and PERCUSSION. Each of these four teams uses instruments that have a family likeness. They make roughly the same kind of sound in the same way. The STRINGS are played with a bow or plucked with the fingers. The WOODWINDS are blown by the breath. The BRASS are blown, too. The PERCUSSION are struck.

First you will hear a theme by the great English composer, Henry Purcell, played by the whole orchestra and by each one of the four groups of instruments. Theme A (Full Orchestra) The WOODWIND are superior versions of the penny-whistle. They are usually made of wood. Theme B (Woodwind) The first BRASS instruments were trumpets and hunting-horns. The instruments you hear today are their modern descendants. Theme C (Brass) The STRINGS, large and small, are scraped with a bow or plucked with the fingers. Their cousin the Harp is always plucked. Theme D (Strings) The PERCUSSION group includes drums, gongs, tambourines and anything else you strike or hit to produce the sound. When you have heard them, the whole orchestra will play the melody again. Theme E (Percussion) Theme F (Full Orchestra) Now let us hear each instrument play a variation of its own. The highest of the Woodwind theme is the clear, sweet voice of the FLUTE, with its shrill little brother, the PICCOLO. Variation A OBOES have a gentle, plaintive quality, but they can also be forceful if called for by the composer. Variation B CLARINETS are very agile. They make a beautifully smooth, mellow sound. Variation C BASSOONS are the largest of the Woodwind team, so they have the deepest voices. Variation D

Young Persons Guide to the Orchestra

THE SCRIPT (continued) The highest voices in the String family are the VIOLINS. They play in two groups First Violin and Second Violin. Variation E VIOLAS are a bit larger than violins, and so are deeper in tone. Variation F CELLOS sing with splendid richness and warmth. Listen to this fine sound! Variation G The DOUBLEBASSES are the grandfathers of the String family, with heavy grumbling voices. Variation H The HARP has forty-seven strings, and seven foot-pedals to alter the pitch of its strings. Variation I The Brass family begins with the HORNS. These are made from brass tubing coiled in a circle. Variation J I expect you all know the sound of TRUMPETS. Variation K The TROMBONES have heavy brassy voices. The BRASS TUBA is heavier still. Variation L There is an enormous number of PERCUSSION instruments. We can't play them all, but here are the most familiar ones. First the KETTLE DRUMS, often called TIMPANI. Variation M The BASS DRUM and CYMBALS The TAMBOURINE and TRIANGLE The SIDE DRUM and CHINESE BLOCK The XYLOPHONE The CASTANETS and GONG and before they all play together, the WHIP. We have taken the whole Orchestra to pieces. Now let us put it together as a Fugue. The instruments come in one after another, in the same order as before - beginning with the Piccolo. At the end, the Brass will play Henry Purcell's fine melody, while the others go on playing Benjamin Britten's Fugue.

Britten Orchestral Anthology, Volume 1, Boosey & Hawkes, The Masterworks Library

Young Persons Guide to the Orchestra

The Young Persons Guide to the Orchestra Tiny Tots

LEVEL: Pre-Kindergarten National Standards for Pre-Kindergarten: 3, 4 Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 4.1 OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while identifying and applying the elements of music. MATERIALS: Recording of Young Persons Guide to the Orchestra Pictures of instrument families of the orchestra (provided) Pictures of the individual instruments of the orchestra (provided) Seating for Orchestra picture example (provided) Suggested Book List (provided) Recordings of other examples of orchestra music Materials for making an Instrument Book pictures of instruments, paper, glue sticks, washable markers, crayons, colored pencils Instrument Bingo Template (provided) student copies Instrument Bingo instrument pictures sheets (provided) Some sort of markers for covering Bingo boxes

Young Persons Guide to the Orchestra

This is the A section of the Rondeau:

rpo.org

LESSON: 1. Play only the opening phrase (A section above) of Young Persons Guide to the Orchestra played by full orchestra. While the music plays, have students lightly pat the steady beat on their laps. 2. Listen again and have students describe what they hear. Encourage discussion on what group is playing (orchestra), speed of the beat, whether the notes move quickly or slowly, and whether it is loud or soft. 3. Play the music again and allow the students to stand and move to the music. (improvise movement) 4. Standing in a class circle, instruct the students to follow the movement sequence below.

Young Persons Guide to the Orchestra

Tiny Tots Circle Movement Sequence to A section of Rondeau

Measure number Beat number and movement 1 touch toes 2 touch knees 3 touch waist 1 touch shoulders, begin raising hands to ceiling 2 hands/arms should be fully extended overhead, then lower 3 bring hands to thighs in a scooping motion, lift left hand/arm from thigh reaching out and back in to land on left thigh

repeat scooping motion with right hand/arm

repeat measure 4

repeat measure 5

1 step left foot forward 2 step right foot forward

3 step left foot back 1 step right foot back

2 turn around 3 - bow

Young Persons Guide to the Orchestra

5. Look at pictures of each family of instruments. Discuss how they are similar/different. Listen to recordings of orchestral music and identify families of instruments as well as some individual instruments. 6. Show students individual pictures of instruments and have them demonstrate how each instrument is played. 7. Share books with the students on instruments and/or orchestras. (see Suggested Book List) 8. Look at the Seating for Orchestra picture. This is one design of how an orchestra may be seated. Discuss where the families are positioned and why. Discuss the size of each family for an orchestra. The following should be mentioned: sound production, volume, and blend. 9. Have students create an Instrument Book using either real instrument pictures, coloring pages or hand drawn instruments (there are several pictures at the end of the activities). Have students label each picture with the instrument name and family of which each is a member. 10. Play Instrument Bingo, using the template provided, so students become visually and aurally aware of the differences among the instruments. (There are also many pre-made bingo games for purchase.) Copy the template and instrument pictures for each student. Have students choose and cut out nine of the pictures and glue them in different boxes on the board. They will need markers to cover each instrument as its name is called. When three in a row are covered, they have Bingo!

Young Persons Guide to the Orchestra

The Young Persons Guide to the Orchestra Prime Time

LEVEL: Grades K-4 National Standards for Music Education: 1, 2, 3, 4, 5, 6, 8, 9 Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2, 4.2 OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while identifying and applying the elements of music. MATERIALS: Recording of Young Persons Guide to the Orchestra Pictures of instrument families of the orchestra (provided) Pictures of the individual instruments of the orchestra (provided) Seating for Orchestra picture example (provided) Suggested Book List (provided) Recording of Pop! Goes the Weasel by Lucien Cailliet, Variations on America by Charles Ives, and Toccata and Fugue in D minor by J. S. Bach Other suggested recordings: Viennese Musical Clock by Hary Janos, The March of the Royal Children from The King and I by Rogers and Hammerstein. Materials for making an Instrument Book pictures of instruments, paper, glue sticks, markers, crayons, colored pencils Classroom instruments rhythm barred and melodic My Song Rondo student handout (provided) student copies Instrument Bingo Template (provided) student copies Instrument Bingo instrument Names and Pictures sheets (provided) student copies Some sort of markers for covering Bingo boxes

Young Persons Guide to the Orchestra

This is the A section of the Rondeau:

rpo.org

LESSON: RHYTHM 1. Play only the opening phrase (A section above) of Young Persons Guide to the Orchestra played by full orchestra. While the music plays have students lightly pat the steady beat on their laps. 2. Play the A section of Rondeau on a melody instrument for the students. Clap, or tap on a rhythm instrument, only the first three measures for the students. Instruct the students to echo clap the pattern you play. Clap or play measures 4 and 5. Again, have the students echo clap. Clap or play measures 6 and 7 and have students echo clap the rhythm. Finally, clap or play measures 8, 9, and 10. Students should echo clap the rhythm. 3. Show students the rhythm of the A section (drawn on chalkboard or they can follow the written melody line). Identify the note values in the melody (half notes, quarter notes, eighth notes). Ask what measures have the same rhythm. (measures 4, 5, 6 and 7) 4. Point to either the beginning of each line, measure, beat, or note value and have the students read and clap the rhythm of the entire melody. 5. Have students play the rhythm of the entire melody on a variety of classroom rhythm instruments. 6. On classroom barred instruments, have the students remove the F and B bars in order to play in a C pentatonic scale. Begin by clapping a rhythm and have small groups

Young Persons Guide to the Orchestra

of students improvise a melody on the instruments echoing the rhythm you clapped. (Groups of students can improvise melodies at the same time while using a pentatonic scale.) After all groups have had a chance to improvise simple rhythms, have each group improvise a melody using the written rhythm of Rondeau.

MELODY 1. Play the Rondeau melody on an instrument for the students. Play only the first two measures again for the students. Instruct them to draw the melody in the air. Play measure 3. Again, have the students draw the melody. Play measure 4 and have students repeat drawing the melody in the air. Continue with measure 5, then, measure 6. Ask the students if they notice a similarity between measures 3-6. Play measures 3-6 consecutively to hear the pattern. Finally, play measures 7 and 8. Have the students draw the melody in the air and ask them if the pattern from 3-6 continues (it does not continue). 2. Play measures 3-6 and have students describe (analyze) what is happening to the melody. (The melody in each measure finishes a note higher than the first note in the measure, however, each measure begins with a note lower than the previous measure, so the melody is going downward.) If this is difficult to hear, play only the first and last note of measures 3-6 to clarify. 3. Show the students the written melody. While the teacher plays the entire melody, have students draw the melody in the air, or trace the written melody with the index finger. 4. Play only the beginning of The Young Persons Guide to the Orchestra and have the students identify how many times they hear the melody (five times: 1) full orchestra, 2) woodwind family, 3) brass family, 4) string family and 5) percussion family). 5. Divide the class into four sections. Name each section of the class a different instrument family name. Play the same beginning section again. Each group of students should draw the melody in the air when they hear their assigned orchestra family playing (all sections should draw during the full orchestra). 6. Extension: Teach the students how to play the A section on a melodic instrument. Work on two measures at a time at a comfortable tempo. Encourage independent practice time since students will be at varying levels. Students might be comfortable working in pairs. Have students perform for the class.

METER 1. Have students look at the A sections meter signature and measures to identify the meter as 3/2. Identify the top and bottom numbers of the meter signature (top number is how many beats in each measure, bottom number is the value of the beat). After identifying three beats per measure and a half note gets the value of the beat, look at measures one and two. Ask the students, What do you see? (three half rests and three half notes) 2. While listening to the music, have students conduct in a 3 pattern.

Young Persons Guide to the Orchestra

3. Read the rhythm of the tune using syllables (half note is ta-ah, quarter note is ta, eighth notes are ti-ti). 4. On the chalkboard, overhead, or individual worksheet, have students label the beats in each measure of the theme. Draw the beats: 1 2 3 under the appropriate beats. Students may also use a + for the second half of the beat. 5. Have students compose an eight-measure rhythmic piece. Use a meter in which students are most comfortable (usually 3/4 or 4/4). Criteria should include repetition of rhythm in four consecutive measures. 6. Extension: Create a melody for your rhythmic composition using a pentatonic scale.

FORM 1. Have students look at two different pictures/objects and discuss the pattern of each picture. Discuss that the basic plan or structure of the object is called its form. Musical pieces are built around a form. There are many different styles.

danieleizans.com

castles-of-briyian.com

Young Persons Guide to the Orchestra

2. Play Twinkle, Twinkle Little Star on a melody instrument. Have the students identify the melody (it could also be Baa, Baa Black Sheep or The Alphabet Song). Ask students to suggest ways to vary or change the melody (by changing the tempo, dynamics, tone color, pitch, harmony/texture, rhythm, form). After reviewing the elements of music, choose a student to suggest which element you can change while playing Twinkle. Play Twinkle again, changing the element chosen. Continue to choose students and they in turn choose a different element. Demonstrate how a tune can be changed by each element, thus making it a variation. 3. Listen to and review the theme or Rondeau. Again ask for different students to choose how to vary or change the theme using the elements of music. Listen to a recording of The Young Persons Guide to the Orchestra and identify each variation of the theme and how it varies or changes. Pause the music after each new section in order to discuss what is heard.

Young Persons Guide to the Orchestra

Form and Tempo markings of The Young Persons Guide to the Orchestra

Theme Variation A: Variation B: Variation C: Variation D: Variation E:

Variation F: Variation G: Variation H: Variation I: Variation J: Variation K: Variation L: Variation M:

Fugue:

Allegro maestoso e largamente (fast, stately/dignified and broadly) Tutti, Woodwinds, Brass, Strings, then Percussion Presto (very fast) Piccolo and Flute Lento (very slow) Oboes Moderato (moderately) Clarinets Allegro alla Marcia (fast in the style of a march) Bassoons Brillante: alla polacca (bright, with the rhythm and character of a polonaise slow dance in time) Violins Meno mosso (less movement) Violas Cellos Cominciando lento ma poco a poco accel. al Allegro (begin slowly, then little by little increase to a fast tempo) Double Basses Maestoso (majestically) Harp L'istesso tempo (at the same speed) Horns Vivace (lively and fast, quicker than allegro) Trumpets Allegro pomposo (brisk in a grand style) Trombones and Tuba Moderato (moderately) Percussion (Timpani; Bass Drum & Cymbals; Tambourine & Triangle; Snare Drum & Wood Block; Xylophone; Castanets & Gong; Whip; Percussion Tutti) Allegro molto (very quick)

4. Extension: Have the students play a familiar childrens tune on a melodic instrument, or review the piece they may have composed using a pentatonic scale. Have the students create their own variations to go with the theme. Ask students to perform for the class. 5. Listen to other examples of theme and variations and discuss how the sections differ from the theme. Other pieces to listen to and analyze are: Pop! Goes the Weasel by Lucien Cailliet, and Variations on America by Charles Ives. Tell the students that Britten created a theme and variations by using the Rondeau by Purcell for the Young

Young Persons Guide to the Orchestra

Persons Guide to the Orchestra. The two most notable changes are in tone color (instruments play tutti, with their family, or solo) and tempo. 6. Explain how a fugue is structured. Discuss why Britten chose to end the piece with a fugue. (He wanted the full orchestra to play at the end of the piece and each family can be heard by playing separately in a fugue.) Listen to Toccata and Fugue in D minor by J.S. Bach. Even though the piece is played on one instrument, the organ, the theme is easy to hear. While listening, have students identify when the line is repeated by standing or sitting each time the main phrase begins. 7. Listen to the Rondeau from Abdelazar. It was written in rondo form. Review with the students that each new section of music gets a new letter of the alphabet, but a returning section of music keeps its previous letter. In rondo form, the A section will return after each section of music. (Rondeau is ABACA.) Perform the movement sequence below for Rondeau. 1. MOVEMENT SEQUENCE FOR RONDEAU sections stand in one spot on floor and conduct in three step on beats one and two (alternating feet), bow on beat three alternating feet: take a big step on beat one, step on tiptoe for beats two and three 8. Listen to other examples of Rondo form and discuss how many sections are in the piece. Other pieces to listen to and analyze are: Viennese Musical Clock by Hary Janos, The March of the Royal Children from The King and I by Rogers and Hammerstein. 9. Extension: Have students create a Song Rondo by choosing three different songs they like and place them in ABACA form (see My Song Rondo student handout). Students perform their rondos for the class.

Young Persons Guide to the Orchestra

TEMPO 1. Sing or play a familiar song/tune on a melodic instrument. Sing or play the song/tune using a variety of tempi. Ask students to identify how you varied the original song/tune. Students then sing or play a familiar song on an instrument and vary the tempo. Classmates should identify how the song was varied. 2. Choose recordings of vocal or orchestral pieces. Have students identify the tempo of each piece. Begin to use the following terminology to describe the tempi: lento (very slow), andante (slow), moderato (middle moderately), allegro (quick/fast), presto (very fast). 3. Check for understanding by having students move to the various tempi while playing tunes on a melodic instrument or playing recorded music.

TONE COLOR 1. Using paper for a small group or chalkboard/overhead for whole group, ask students to brainstorm a list of instruments. Lead a discussion by asking students to describe what a family is (a unit of people that have something in common). Explain that instruments are also grouped in families according to how the sound production is made. While looking at instrument family posters or pictures, identify the four families of orchestra instruments (Strings, Woodwinds, Brass, Percussion) and discuss the production of sound. This determines the family to which each instrument belongs. As small groups or whole group, have students organize their brainstorm list into the orchestra families. While reviewing the family groupings as a class, generate a class list on an overhead or large chart paper; list only the instruments that would be found in an orchestra (eliminating folk and electric instruments).

FAMILIES OF THE ORCHESTRA (Instruments in The Young Persons Guide to the Orchestra) STRINGS violin viola cello string bass harp BRASS trumpet French horn trombone tuba piccolo flute oboe clarinet bassoon PERCUSSION castanets Chinese block tambourine snare drum triangle bass drum cymbals timpani gong xylophone whip WOODWINDS

Young Persons Guide to the Orchestra

2. Look at pictures of each family of instruments. Discuss how they are similar/different. Listen to recordings of orchestral music and identify families of instruments as well as some individual instruments. 3. Show students individual pictures of instruments and ask them to demonstrate how each instrument is played. 4. Share books with the students on instruments and/or orchestras. (see Suggested Book List) 5. Look at the Seating for Orchestra picture. This is one design of how an orchestra may be seated. Discuss where the families are positioned and why. Discuss the size of each family for an orchestra. The following should be mentioned: sound production, volume, and blend. 6. Extension: Check for understanding by giving students a copy of the Seating for Orchestra chart. Individually or in a small group, direct students to draw lines to divide the four families of the orchestra. Label the families.

OrSymphony,org

Young Persons Guide to the Orchestra

Seating of Orchestra with family divisions:

OrSymphony.org

7. Have students create an Instrument Book using either real instrument pictures, coloring pages or drawn instruments. Students should label each picture with the instrument name and family of which each is a member. 8. Play Instrument Bingo, using the template provided, so students become visually and aurally aware of the differences among the instruments. (There are also many pre-made bingo games for purchase.) Students choose 16 names from the Instruments Names and Pictures sheets and write them in the Bingo Board boxes. When an instrument is called that matches one on their Bingo Board, they should cover the name with the picture of the instrument (that they cut out). When there are four covered boxes in a row, they have Bingo! 9. Extension: Show and demonstrate orchestra instruments so students can see the actual size and hear how the sound is produced. Arrange for older students to demonstrate their instruments for the younger students. Discuss appropriate audience behavior and expect students to demonstrate this behavior during the instrument demonstrations.

Young Persons Guide to the Orchestra

Bingo Board for Tiny Tots

Young Persons Guide to the Orchestra

Bingo Board for Prime Time

Young Persons Guide to the Orchestra

Instrument Names and Pictures page 1

From: Fotosearch and OrSymphony.org

Violin, viola, cello, string bass, harp Piccolo, flute, oboe, clarinet, bassoon Trumpet, French horn, trombone, tuba Cymbals, tambourine, triangle, snare drum, bass drum, timpani, xylophone

Young Persons Guide to the Orchestra

Instrument Names and Pictures page 2

Young Persons Guide to the Orchestra

Suggested Book List:

Animal Orchestra, Scott Gustafson The Kaleidonotes & the Mixed-Up Orchestra, Matthew S. and Tammy Carter Bronson Maestro Mouse and the Mystery of the Missing Baton, Peter W. Barnes Meet the Orchestra, Ann Hayes and Karmen Thompson The Orchestra, Mark Rubin, and Alan Daniel The Orchestra, The Orchestra!, Suzanne Guy The Philharmonic Gets Dressed, Karla Kuskin The Story of the Incredible Orchestra, Bruce Koscielniak Story of the Orchestra, Robert Levine, Meredith Hamilton, and Robert T. Levine Those Amazing Musical Instruments! (with CD), Genevieve Helsby

Young Persons Guide to the Orchestra

INSTRUMENT FAMILIES
STRINGS
From: Fotosearch and OrSymphony.org

Young Persons Guide to the Orchestra

WOODWINDS
From: Fotosearch and OrSymphony.org

Young Persons Guide to the Orchestra

BRASS
From: Fotosearch and OrSymphony.org

Young Persons Guide to the Orchestra

PERCUSSION
From: Fotosearch and OrSymphony.org

Young Persons Guide to the Orchestra

Young Persons Guide to the Orchestra

Coloring Outlines
From: EnchantedLearning.com and colormegood.com

Young Persons Guide to the Orchestra

Young Persons Guide to the Orchestra

Young Persons Guide to the Orchestra

NAME

MY SONG RONDO
PART 1: Choose three familiar short songs or refrains. Write the name of each song beside a different letter. A

PART 2: Under each letter below, write the song titles from PART 1. Be prepared to perform your Rondo for the class!

Young Persons Guide to the Orchestra

MUSIC GLOSSARY
Barred instruments melodic instrument with bars (xylophone, orchestra bells) Classroom rhythm instruments instruments that cannot play a melody (hand drum, wood block) Dynamics the volume of sound, the loudness or softness of a musical passage Elements of Music components of music performance (dynamics, form, pitch/melody, rhythm, tempo, texture, tone color) Form the way a musical composition is organized Fugue a polyphonic composition consisting of a series of successive melodies Harmony a combination of notes arranged and played simultaneously around the melody Improvise spontaneous invention Measure the grouping of a specific number of beats contained between two bar lines Melody a rhythmic arrangement of notes using a variety of pitches Melodic or melody instrument instruments capable of playing a tune (piano, recorder, bells) Meter a rhythmic measure of a certain number of beats Note Values: half value of two beats, quarter value of one beat, eighth - value of half a beat Pentatonic scale a five-tone scale Rhythm a pattern of notes Rondo a form of composition, usually instrumental, in which one section intermittently recurs. Tempo the speed at which a piece of music is performed Texture density or thickness of sound in a composition Theme and Variations a musical form in which a theme is stated, then varied in a succession of statements; variations may be sectional or continuous Tone color specific quality of sound Tutti all instruments performing together

Young Persons Guide to the Orchestra

The Baltimore Symphony Orchestra

A Young Persons Guide to the Orchestra April 7th & 8th, 2011

CALL FOR SUBMISSIONS

During the concert... student work will be electronically displayed!
For your students work to be considered for display, submit student work using the following criteria: 1. use 8 1/2x 11 white copier paper 2. hold the 11 side of the paper horizontally 3. before drawing, have each student label paper in the bottom inch of the paper with the following information: first name and last initial ONLY, grade, and name of school SAMPLE:

Lisa S.

1st grade/Sommerville Elem.

4. each student should independently draw a picture of an individual orchestral instrument or instrument family in the upper section of the paper (drawing should fill as much of the space as possible) students should use either crayons (suggested for Pre-K and K) or markers (1st 3rd graders)
Please note: We will do our best to include as many drawings as possible. If the number of submissions received is high, not all drawings may be selected for projection at each concert.

Send student submissions to: Lisa Sheppley Associate Director of Education Baltimore Symphony Orchestra Joseph Meyerhoff Symphony Hall 1212 Cathedral St. Baltimore, MD 21201 Phone: 410.783.8069 | Fax: 410.783.8004 | lsheppley@BSOmusic.org

All entries should be received by March 1, 2011