2016-2017 Young People’s Concert Series
Presents
Celebrating Martin Luther King, Jr.
Teacher’s Guide
Presented in Partnership with the Tobin Center for the Performing Arts
January 18, 2017 | 9:45 am & 11:10 am
Edgewood Theatre of Performing Arts
January 24, 2017 | 9:45 am & 11:10 am
Judson Performing Arts Center
January 19, 20, & 31, 2017 | 9:45 am & 11:10 am
Tobin Center for the Performing Arts
Young People’s Concerts Presenting Partner
Young People’s Concerts Major Funders and Supporters
Ewing Halsell Endowment Fund of the San Antonio Area Foundation Ann and Gordon Getty Foundation Howard and Betty Halff Fund of the SAAF Carol Lee Jones Education & Cultural Fund of the SAAF Martha Mares Lebo Children’s Education Fund of the SAAF David and Betty Sacks Charitable Trust Beeville Concert Association Tuesday Musical Club 2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Table of Contents
YPC ATTENDANCE GUIDELINES FOR TEACHERS (1 page) CONCERT PROGRAM (1 page) COMPOSER BIOGRAPHIES AND QUIZZES Leonard Bernstein Biography (1 page) Leonard Bernstein Biography Quiz (1 page) Aaron Copland Biography (1 page) Aaron Copland Biography Quiz (1 page) Duke Ellington Biography (1 page) Duke Ellington Biography Quiz (1 page) Adolphus Hailstork Biography (1 page) Adolphus Hailstork Biography Quiz (1 page) Joseph Schwantner Biography (1 page) Joseph Schwantner Biography Quiz (1 page) William Grant Still Biography (1 page) William Grant Still Biography Quiz (1 page) Billy Strayhorn Biography (1 page) Billy Strayhorn Biography Quiz (1 page) Juan Tizol Biography (1 page) Juan Tizol Biography Quiz (1 page) Answer Key to Biography Quizzes (2 pages) FEATURE BIOGRAPHY Martin Luther King, Jr. Biography (1 page) Martin Luther King, Jr. Biography Quiz (1 page) CONCERT ARTISTS Akiko Fujimoto, conductor (1 page) Cristal Smith‐Byrd, vocalist (1 page) FOCUS ARTICLES The Music of “Celebrating Martin Luther King, Jr.” (6 pages) The Life and Accomplishments of Martin Luther King, Jr. (2 pages) CO‐CURRICULAR ACTIVITIES MLK Timeline Teacher Instructions, Answer Key & TEKS (2 pages) MLK Timeline Instructions Student Handout (1 page) MLK Timeline Template Handout (1 page) CLASSROOM ACTIVITIES FOR CONCERT PREPARATION Concert Etiquette Activity (2 pages) Orchestra Map Worksheet (1 page) ADDITIONAL RESOURCES Four Families of the Orchestra (1 page) Introduction to Instrument Families (1 pages) Dr. MLK, Jr. Speech Contest Information (1 page) Web‐based Educational Resources (1 page) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22‐23 24 25 26 27 28‐33 34‐35 36‐37 38 39 40‐41 42 43 44 45 46 Young People’s Concert Attendance Guidelines
Before the Concert: ♪
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Please prepare students for the concert using these Teacher’s Guide materials.
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Before leaving school and if at all possible, please allow time for students to visit the restroom.
You will receive an electronic “ticket” message via email approx. 2‐3 weeks before the concert.
Students should be briefed on concert etiquette in advance (see concert etiquette activity).
Please contact Jeremy Brimhall at (210) 554‐1006 at least with as much anticipation as possible if you have any students that require special accommodations.
Day of the Concert (please read carefully!): The Tobin Center has a NO BACKPACKS policy. Exceptions made for medically‐necessary items.
Clearly mark buses for quick identification and memorize bus numbers.
Know your lead bus driver’s name and be sure you can recognize him/her. TIP: exchange cell numbers!
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If possible, plan to arrive at the Tobin Center at least 30 minutes before the concert time.
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Busses for the 9:45 am performance should approach the Tobin Center from 4th STREET or AVENUE A and turn onto AUDITORIUM CIRCLE for drop off onto the main Performing Arts Plaza. ♪
Busses for the 11:10 am performance should approach the Tobin Center from NAVARRO STREET and turn right onto AUDITORIUM CIRCLE for drop off by the River Walk Plaza. ♪
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There is a designated parking area for concert attendees not arriving by bus, see link below.
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Flash photography and audio or video recording are prohibited; please turn off your cell phones.
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Please remain in your seats until your school is dismissed.
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Please fill out the online evaluation (to be sent by email following each concert). For any last‐minute problems or questions please call: Jeremy Brimhall, Director of Education, on his cell phone at (210) 441‐2858 Upon Arrival at the Tobin Center For maps and bus plans, please visit http://sasymphony.org/education/teacherslounge/
Check‐in with a volunteer outside the building. The volunteer will guide you to your entrance.
All students should be in their seats at least five minutes before the start of the program!
No food or drink, including chewing gum is permitted in the concert hall.
During the Concert Students and teachers should remain in their seats for the entire concert.
Restrooms are located on the Lower Level, levels 2 & 4, but should be used for urgent need only.
If a student must visit the restroom, please have an adult accompany him or her.
Students not maintaining acceptable behavior may be asked to leave.
After the Concert It may be that your group will NOT be exiting the same doors as those entered.
Upon dismissal, listen carefully and follow instructions for departing the building.
Back At School Student letters/artwork expressing reactions to the concert are greatly appreciated. Send Any Young People’s Concert related student work or Teacher evaluations to: Education San Antonio Symphony Orchestra Fax: 210‐554‐1008 PO Box 658 Email: [email protected] San Antonio, TX 78293‐0658 2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Concert Program
From Three Spirituals
Adolphus Hailstork (born 1941)
“Everytime I feel the Spirit” The Essential Ellington: Music of Ellington & Strayhorn
Duke Ellington (1899-1974), Juan Tizol (1900-1984) & Billy Strayhorn (1915-1967)
Come Sunday (Introduction) Take the A Train Perdido from The American Scene
William Grant Still (1895-1978)
Song of the Riverman John Henry
Aaron Copland (1900-1990)
from Symphonic Dances from West Side Story
Leonard Bernstein (1918-1990)
“Somewhere”
New Morning for the World (“Daybreak of Freedom”)
Joseph Schwantner (born 1943)
Amazing Grace / Great Day Medley
Traditional/Newton, arr. Irizarry
H-E-B Performance Hall
at the Tobin Center for the Performing Arts What can I expect at the concert? As you get to your seat in the Tobin Center, the orchestra will be warming up on stage. See if you can answer the trivia questions on the screen while you wait for the concert to start. When the lights dim, that’s your cue that it’s time to quiet down. Applaud for the concertmaster (the head violinist) and the conductor as they come on stage! The orchestra will first perform a three minute excerpt from Three Spirituals by Adolphus Hailstork. Then the conductor will talk about and introduce each of the pieces listed above. Listen up and have a good time! Finally, it’ll be time to go. But you’ll need to wait in your seat until your teacher says it’s time.  2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Leonard Bernstein, conductor and composer
death in 1990. Leonard Bernstein was born in Lawrence, Massachusetts in 1918. He began taking piano lessons at a very young age from a variety of teachers. Bernstein attended Harvard University in 1935 and graduated in 1939 with a bachelor’s degree in music. He then enrolled at the Curtis Institute of Music in Philadelphia. After leaving Curtis, Bernstein moved to New York. In 1940, he began studying with the Boston Symphony Orchestra’s summer institute. His major conducting debut came in 1943. Having recently been appointed assistant conductor to the New York Philharmonic Orchestra, he was asked to fill in for an absent guest conductor. He was well‐liked by the musicians and soon became famous in the world of classical music. In January of 1944, Bernstein conducted the premiere of his Jeremiah Symphony, contributing to his fame not only as a conductor, but as a composer. He was appointed in 1945 as the Music Director for the newly founded New York City Symphony Orchestra, an organization aiming to offer more modern programs and cheaper tickets than the Philharmonic. After World War II, Bernstein’s international career took off, starting with a 1946 debut with the Czech Philharmonic and a lifelong association with Israel beginning in 1947. He became head of the orchestral and conducting departments at the Boston Symphony Orchestra’s summer institute in Composer stats: Bernstein
1949, holding that position for many years. In 1951, Bernstein conducted the world premiere of Charles Ives’ Symphony No. 2 with the Born: August 25, 1918 (98 years ago)
New York Philharmonic. Around the time he was finally appointed as the orchestra’s music director (1957), Bernstein composed music for Died: October 14, 1990 (26 years ago)
West Side Story, a musical which was hugely successful and remains his Nationality: American
most well‐known composition. He had little time for composing during the 1960s and eventually decided to step down as music director in Mostly lived in: New York
1969 to devote more time to his music. As a conductor, Bernstein is Famous works: music for West
also well‐known for his lead role in the Philharmonic’s Young People’s Concerts, the first‐ever concert series to be televised from Lincoln Side Story, Peter Pan, On the Town,
Center in New York and telecast in over 40 countries. He continued to On the Waterfront; Mass;
write symphonic music, ballets, choral works, and other works until his death in 1990. Jeremiah Symphony, Candide
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Name ___________
Celebrating Martin Luther King, Jr.
Leonard Bernstein Biography Quiz
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Instructions: Your teacher will hand out or make available a biography of Leonard Bernstein. Read the biography carefully and then circle the best answers to the questions below. In 1945, Bernstein was appointed music 6. What was the goal of the New York City Symphony Orchestra? director of the __________. a. It replaced the New York Philharmonic. a. San Antonio Symphony. b. New York City Symphony Orchestra. b. to offer modern programs and cheaper c. London Symphony Orchestra. tickets. d. Czech Philharmonic. c. to be a travelling orchestra. d. to teach children to play instruments. Bernstein attended _________ and graduated with a bachelor’s degree. 7. Bernstein was the first conductor to ______. a. Harvard University a. also compose music. b. Yale University b. play an instrument. c. New York University c. use a baton. d. Stanford University d. conduct a televised concert series. Bernstein made his conducting debut in 1943 8. Why did Bernstein step down as music director when ____________. of the New York Philharmonic? a. he received an invitation to conduct in a. He was forced into retirement. Israel. b. He wanted more time to compose. b. a guest conductor was absent. c. He lost interest in music. c. the orchestra said they would only play d. He wanted more family time. if he conducted. d. the music director was sent to Japan. 9. Which hugely successful musical did Bernstein compose music for in 1957? Where was Leonard Bernstein born? a. Les Misérables. a. New York City, New York. b. Wicked. b. Boston, Massachusetts. c. Cats. c. Los Angeles, California. d. West Side Story. d. Lawrence, Massachusetts. 10. In 1944, Bernstein conducted the premiere of Which is NOT mentioned as a famous work by his work ____________. Leonard Bernstein? a. Peter Pan. a. Candide. b. West Side Story. b. music for Peter Pan. c. .Jeremiah Symphony. c. John Henry. d. Candide. d. On the Town. 7
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Aaron Copland, composer
Aaron Copland was one of the most influential American composers of 20th century classical music. Thanks to his mother, who was a singer and a pianist, Copland began taking music lessons at an early age. He was already composing by age 11 and was sure he wanted to be a composer at 15. After receiving lessons from some of the finest teachers in New York during his teenage years, Copland left for Paris, France in 1921. There he studied with the famed composition teacher Nadia Boulanger for three years. Returning to New York in 1925, Copland was determined to support himself as a full‐time composer. A new friend, photographer Alfred Stieglitz, turned Copland on to the belief that American artists should reflect “the ideas of the American Democracy.” Here Copland found real success – through his depictions of American landscapes, people and cultures. Among these is his famous Appalachian Spring for orchestra, which was based on an American folk melody and won a Pulitzer Prize in 1945; Billy the Kid, Fanfare for the Common Man, Lincoln Portrait with its narration from the words of President Abraham Lincoln; John Henry and the great “cowboy ballet”: Rodeo. These works and others brought Copland national and international attention and would inspire American composers for generations to come. One such composer and friend in particular, Leonard Bernstein, helped to champion Copland’s music through his frequent programming of it as conductor of the New York Philharmonic. The two remained friends throughout their lives and passed away in the same year. Today Copland is sometimes referred to as the “Dean of American Music.” Composer Stats: Aaron Copland
Born: Nov. 14, 1900 (115 years ago)
Died: Dec. 2, 1990 (25 years ago)
Nationality: American
Mostly lived in: New York City
Famous works: Lincoln Portrait,
Appalachian Spring, Billy the Kid,
Fanfare for the Common Man,
Rodeo, Symphony No. 3
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Name ___________
Celebrating Martin Luther King, Jr.
Aaron Copland Biography Quiz
Instructions: Your teacher will hand out or make available a brief biography of Aaron Copland. Read the biography carefully and then circle the best answers to the questions below. 1. Which of the following is a famous 6. Who convinced Copland that his work work by Aaron Copland? should reflect “the ideas of the a. Men and Mountains. American Democracy”? b. An American in Paris. a. his mother. c. Rodeo. b. Alfred Stieglitz. d. Showboat. c. Leonard Bernstein. d. Nadia Boulanger. 2. Who encouraged Copland to take music lessons as a child? 7. In what subject matter did Copland find a. his mother. real success as a composer? b. Alfred Stieglitz. a. American landscapes, people c. Leonard Bernstein. and cultures. d. Nadia Boulanger. b. planets of the solar system. c. ancient Greek dramas. 3. Which work by Copland won a Pulitzer d. non‐programmatic music. Prize in 1945? a. Fanfare for the Common Man. 8. Where did Copland spend most of his b. John Henry. life? c. Billy the Kid. a. Paris. d. Appalachian Spring. b. in the Appalachian Mountains. c. in the Old West. 4. Copland studied with which important d. New York City. composition teacher in Paris? a. his mother. 9. Which friend championed Copland’s b. Alfred Stieglitz. music by frequently programming it to c. Leonard Bernstein. be performed by the New York d. Nadia Boulanger. Philharmonic? a. his mother. 5. What informal title is sometimes used b. Alfred Stieglitz. in reference to Copland today? c. Leonard Bernstein. a. “Cowboy Composer” d. Nadia Boulanger. b. “Billy the Kid” c. “Dean of American Music” 10. How long did Copland live? a. 100 years. d. “The Truly American Composer” b. 90 years. c. 80 years. d. 70 years. 9
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Duke Ellington, composer
Edward Kennedy “Duke” Ellington was one of the most famous bandleaders death in 1974, winning him a Pulitzer Prize and composers of jazz music of the 20th century. Born in 1899 to parents that in 1999. both played the piano, Ellington was surrounded by music as a child. The nickname “Duke,” given to him by close childhood friends, would stick with him throughout his life. He began taking piano lessons at age seven but didn’t learn to read music until several years later. As a teenager, he found ragtime jazz intensely interesting and started sneaking into dance clubs to hear the pianists play. Eventually Ellington began to play in smaller clubs himself and to meet other young musicians. He formed his first band called “The Duke’s Serenaders,” in 1917 at the age of just 18. In the 1920s, Ellington left his native Washington, DC to join a jazz orchestra in the Harlem area of New York City. After passing between several different bands and making a number of recordings, Ellington landed an important engagement with the expensive Cotton Club. His now eleven‐piece band performed music for all sorts of events at the club, including many of his own compositions. The engagement along with a weekly radio broadcast from the club made Ellington’s band famous. His group toured Europe as “The Duke Ellington Orchestra” in the 1930s after leaving the Cotton Club. In 1941, he began collaborating with pianist Billy Strayhorn and composing suites together. The start of World War II brought an end to the big band era that Ellington thrived in, as many musicians went off to serve in the military. By the time the war ended, the focus of popular music had already shifted towards lyric‐based songs, such as Composer stats: Duke Ellington
those sung by Frank Sinatra. However, Ellington was able to keep his orchestra going through a tour of Western Europe in the spring of 1950. Although his Born: April 29, 1899 (117 years old)
recording career suffered briefly in the mid‐1950s, by July of 1956, Duke and his orchestra experienced a career revival after an appearance at the Newport Died: May 24, 1974 (42 years ago)
Jazz Festival in Rhode Island. Duke always preferred the phrase “beyond Nationality: American
category” when describing his orchestra, although he is considered to have been widely influential in the history of jazz. His group combined the best Mostly lived in: New York City
players in jazz to be the best‐known orchestra in jazz history. Rather unusually, Ellington borrowed ideas from contemporary jazz and classical composers Famous works: “Soda Fountain Rag”
alike, and often composed to specifically feature the individual skills of each “Jeep’s Blues”, “Cotton Tail”, “Come
of his musicians. He is said to have elevated the perception of jazz to an art form on par with classical music. His reputation continued to rise after his Sunday”, “It Don’t Mean a Thing”
death in 1974, winning him a Pulitzer Prize in 1999.
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Name ___________
Celebrating Martin Luther King, Jr.
Duke Ellington Biography Quiz
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Instructions: Your teacher will hand out or make available a biography of Duke Ellington. Read the biography carefully, and then circle the best answers to the questions below. According to the biography, Duke Ellington is 6. In 1941, Duke began a collaboration with most famous for ________. _______ that would last for most of his career. a. John Coltrane a. his amazing piano solos. b. working for the Cotton Club. b. Billy Strayhorn c. Louis Armstrong c. his band’s European tours. d. Frank Sinatra d. his contributions to jazz music. 7. How did Ellington keep his orchestra going Duke Ellington’s real name was _______. during the decline of big bands? a. Edward Kennedy Ellington. b. Billy Strayhorn Ellington. a. He fired part of his group. c. Duke Serenader. b. He changed their sound to fit in with d. Frank Sinatra. more popular music. c. He took them on a tour of Western As a teenager, Ellington took a particular Europe. interest in ___________. d. They began playing for weddings. a. Elvis Presley. b. ragtime jazz. 8. Why did big bands decline in the 1950s? a. People couldn’t afford to see them. c. the blues. b. Popular music shifted to lyric‐based d. bebop. songs. c. All the big bands broke up. Which phrase did Duke use to describe his d. Lots of the musicians died in WWII. orchestra? a. “beyond category” 9. Where did Ellington grow up? b. “best in the business” c. “just a group of friends” a. Harlem, New York City. d. “the leaders in jazz music” b. Cleveland, Ohio. c. Western Europe. d. Washington, D.C. What’s one way the Cotton Club engagement helped make Ellington’s band famous? 10. What is one reason why Ellington is considered a. The president often attended concerts. to be an important figure in jazz music? b. Their music was broadcast on a weekly a. He elevated the perception of jazz to radio show. an established art form. c. They made enough money to pay for b. He only played jazz music. lots of concert advertisements. c. He only wrote jazz music. d. Famous composers were always d. He invented jazz music. stopping by the club. 11
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Adolphus Hailstork, composer
Adolphus Hailstork is a well‐known living African‐American composer of classical music. Although born in Rochester, New York in April of 1941, he grew up in Albany, where he took an early interest in music. He learned to sing and joined a church choir. Through a school program, he received free instrumental music lessons and learned to play the violin, piano and organ. The piano became his favorite instrument, however, at which he particularly enjoyed improvising. In high school, Hailstork began to compose music and conducted a boys’ choir. At age 18, Hailstork attended Howard University in Washington, DC, where he later received a bachelor of music degree in 1963. A musical‐
comedy he had written called The Race for Space was performed by students in his last year at Howard. The summer after his graduation in 1963 brought Hailstork the opportunity to study briefly in France with Nadia Boulanger, a world‐famous composition teacher who also taught many other famous American composers, including Aaron Copland, Elliott Carter, Virgil Thompson and Philip Glass. He later pursued a master’s degree in composition at Manhattan School of Music in New York City and a doctorate from Michigan State University, which he received in 1971. Hailstork became a music professor at Youngstown State University in Ohio in 1971. His short orchestral work Celebration! written for the American Bicentennial brought Hailstork to national attention when it was first performed at the 1975 Black Music Symposium. Since that time, he has received numerous composition awards for a wide‐range of works. A major focus of his compositions has been to blend musical ideas from African‐American tradition into symphonic and other classical music forms. Several of his works have been commissioned and performed by major orchestras and opera companies. In 1992, the State of Virginia named him a “Cultural Laureate.” He serves today as a music professor at Virginia’s Old Dominion College, which has also conferred on him the title of “Eminent Scholar.” Composer stats: A. Hailstork
Born: April 17, 1941 (75 years old)
Died: N/A
Nationality: American
Mostly lived in: Virginia
Famous works:
Piano Concerto, Symphonies,
I Will Lift Up Mine Eyes (cantata),
Done Made My Vow (oratorio), Rise
For Freedom, Joshua’s Boots (operas)
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Name ___________
Celebrating Martin Luther King, Jr.
Adolphus Hailstork Biography Quiz
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Instructions: Your teacher will hand out or make available a biography of Adolphus Hailstork. Read the biography carefully, and then circle the best answers to the questions below. Which is NOT mentioned as an instrument that 6. According to the biography, the title of “Cultural Laureate” is most likely ______. Hailstork learned to play as a child? a. something to be ashamed about. a. flute. b. a special honor. b. organ. c. similar to a music professor. c. piano. d. only for composers. d. violin. 7. Which famous composition teacher did Hailstork received his bachelor’s degree from Hailstork study with in France? __________. a. Virgil Thompson. a. Michigan State University. b. Howard University. b. Aaron Copland. c. Youngstown State University. c. Elliott Carter. d. Old Dominion College. d. Nadia Boulanger. Hailstork received his doctorate in music 8. Which work by Hailstork brought the composer national attention in 1975? composition from ____________. a. Michigan State University. a. Joshua’s Boots. b. Howard University. b. The Race for Space. c. Youngstown State University. c. Celebration! d. Old Dominion College. d. Rise for Freedom. As a child, Hailstork especially liked to ______ 9. Hailstork was born in _________. at the piano. a. Rochester, New York. a. play scales b. Austin, Texas. b. compose c. Las Vegas, Nevada. d. Seattle, Washington. c. improvise d. play Beethoven sonatas 10. Hailstork currently teaches at ________, where is also an “Eminent Scholar.” In his music, Hailstork blends musical ideas a. Michigan State University. from _____________. b. Howard University. a. African‐American and classical music c. Youngstown State University. traditions. d. Old Dominion College. b. French and American traditions. c. northern and southern traditions. d. Asian and African ancestry. 13
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Joseph Schwantner, composer
Joseph Schwantner is a living American composer. Born in Chicago, which includes narration from famous Illinois in 1943, he studied classical guitar at an early age. As a teenager, speeches by Martin Luther King, Jr. his interested turned to jazz and folk music as well. He also learned to play the tuba in high school. His first compositions were inspired by some of the guitar pieces he was studying. A jazz piece composed at age 16, Offbeats, won the National Band Camp Award in 1959. He decided to remain in Chicago to continue his education, so he attended the American Conservatory after high school, graduating with a bachelor’s degree in 1964. By 1968, he had obtained both a master’s degree and a doctorate of music from Northwestern University. While in school, he was heavily influenced by the music of French composers Claude Debussy and Olivier Messiaen as well as Hungarian composer Béla Bartók. He later became more interested in the works of Italian composer Luciano Berio and American George Rochberg. Three of his works from this period were recognized with BMI Student Composer Awards. In 1968, Schwantner was offered an assistant professor position at Pacific Lutheran University, followed by a similar position at Ball State in 1969, and a faculty member position at the Eastman School of Music in 1970. His work as a college educator continued at the Julliard School in New York City when he accepted a position in 1986. Schwantner later retired from Eastman to accept a position at Yale Composer stats: J. Schwantner
University in 1999, where he taught until recently. His compositional Born: March 22, 1943 (73 years old)
style is recognized for its focus on unusual tone colors, which he often creates in his works by combining the sounds of wind and percussion Died: (living composer)
instruments in adventurous ways. He is known for his many works for Nationality: American
symphony orchestra and wind ensemble, as well as several works for chamber ensemble and smaller groupings. His orchestral piece Mostly lived in: Chicago & New York
Aftertones of Infinity won the 1979 Pulitzer Prize for Music, and he went on to win the Kennedy Center Friedheim Competition (1981) and Famous works: Aftertones of
receive two Grammy nominations (1985 & 1987). In 1985, Boston Public Infinity, Luminosity, Music of
Radio created a radio documentary about Schwantner and his 1982 orchestral work New Morning for the World (“Daybreak of Freedom”), Amber, Percussion Concerto,
which includes narration from famous speeches by Martin Luther King, New Morning for the World
Jr. 14
Name ___________
Celebrating Martin Luther King, Jr.
Joseph Schwantner Biography Quiz
Instructions: Your teacher will hand out a sheet with a biography of Joseph Schwantner. Read the biography carefully and then circle the best answers to the questions below. 6. Schwantner did NOT teach at __________. 1. As a child, Schwantner learned to play _____. a. American Conservatory. a. French horn and piano. b. The Julliard School of Music. b. violin and tuba. c. Yale University. c. guitar and trumpet. d. The Eastman School of Music. d. guitar and tuba. 7. Which work by Schwantner won the 1979 2. Schwantner received his bachelor’s degree from Pulitzer Prize for Music? ________. a. Luminosity. a. American Conservatory. b. Offbeats. b. Julliard School. c. Aftertones of Infinity. c. New York University. d. New Morning for the World (“Daybreak d. Eastman School of Music. of Freedom”). 3. He received his doctorate in music composition 8. Schwantner’s compositional style is recognized from ___________. for ____________. a. Manhattan School of Music. a. being heavily influenced by Mozart. b. Northwestern University. b. looking backwards in terms of the history c. Roosevelt University. of music. d. University of Chicago. c. its beautiful, flowing melodies. d. its unusual tone colors. 4. Schwantner’s first compositions were ______. a. assigned in a composition class. b. made up at the piano. 9. According to the biography, Schwantner is c. compose by ear on the guitar. primarily known for his ____________. d. inspired by guitar pieces he was a. solo guitar works. b. jazz suites. studying. c. piano concertos. 5. Which composer was NOT mentioned in the d. works for symphony orchestra and wind ensemble. biography as having influenced Schwantner? a. Olivier Messiaen. b. Luciano Berio. 10. Which Schwantner work includes narration from c. Billy Strayhorn. speeches by Martin Luther King, Jr.? d. Béla Bartók. a. Luminosity. b. Offbeats. c. Aftertones of Infinity. d. New Morning for the World (“Daybreak of Freedom”). 15
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
William Grant Still, composer
William Grant Still was born in Woodville, Mississippi in 1895. After his father died when he was only three months old, his mother moved the family to Little Rock, Arkansas and remarried. Still’s stepfather encouraged his musical interests, taking him to operettas and buying recordings of classical music. Young Still began taking violin lessons when he was 15. He then taught himself to play the clarinet, saxophone, oboe, double bass, cello, and viola. Since his mother wanted him to eventually go to medical school, he first studied science at Wilberforce University after graduating from high school. Not giving up on his musical aspirations, however, he also starting composing while in college and even conducted the university band. He later received a scholarship to study at the Oberlin Conservatory of Music in Ohio. There he studied violin, composition, wrote band arrangements and played in a string quartet. Putting his musical career on hold, Still decided to enlist in the US Navy in 1918 to serve in World War I. When it was discovered that he could play the violin, however, he was engaged to perform for the officers’ meals on the ship. After the war, he got a job in New York City working for the African‐American jazz bandleader, composer and music publisher, W.C. Handy. The job brought him into contact with a great many other African‐American composers and their music. The 1920s were a busy time for Still – he performed in pit orchestras, continued his work as an arranger, worked for a record label and received scholarships to study composition with famous composers George Chadwick and Edgar Varèse. In 1930, Still composed his first symphony, titled the “Afro‐American” Symphony. The work, which includes a banjo part, combines traditional symphonic form with the sounds of the blues and other African‐American influences. In total, he would go on to composer over 150 musical works, including several large works such as symphonies, ballets and operas. In 1936, Still conducted the Los Angeles Philharmonic, making him the first African‐American to conduct a major American orchestra. By the 1950s, Still’s works had gained international attention and were being performed around the globe. Still received numerous awards and honorary degrees both before and after his death. His music has been an inspiration to generations of American composers. Composer stats: W. G. Still
Born: May 11, 1895 (121 years old)
Died: December 3, 1978 (39 years ago)
Nationality: American
Mostly lived in: Los Angeles
Famous works: A Bayou Legend,
Troubled Island, Blue Steel (operas)
“Afro-American” Symphony, The
American Scene suites
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Name ___________
Celebrating Martin Luther King, Jr.
William Grant Still Biography Quiz
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4.
5.
Instructions: Your teacher will hand out or make available a biography of William Grant Still. Read the biography carefully and then circle the best answers to the questions below. 6. Who encouraged Still’s musical interests as a Which of the following is a work by Still? child? a. A Bayou Legend. a. his stepfather. b. The Sycamore King. b. his mother. c. Swamp Savant. c. his father. d. It’s All A‐Bayou and Me. d. W.C. Handy. Which is NOT an instrument that Still taught 7. Still received a scholarship to study at the himself to play as a young man? _________. a. viola. a. Julliard School of Music. b. oboe. b. Oberlin Conservatory of Music. c. banjo. c. Manhattan School of Music. d. cello. d. Eastman School of Music. Why might Still’s job working for W.C. Handy have been important to his career? 8. Two important composers whom Still studied a. He got to work in New York City. with in the 1920s were ______________. b. Handy paid him a lot of money. a. George Chadwick and W.C. Handy. c. He learned to play clarinet. b. Leonard Bernstein and Edgar Varèse. d. He got to know a lot of important c. Edgar Varèse and Duke Ellington. composers and their music. d. George Chadwick and Edgar Varèse. Still became the first African‐American to 9. Still was born in _________. conduct a major American orchestra when he a. Woodville, Mississippi. conducted the _________ in 1936. b. Little Rock, Arkansas. a. New York Philharmonic c. Los Angeles, California. b. London Symphony Orchestra d. New Orleans, Louisiana. c. Los Angeles Philharmonic d. San Antonio Symphony 10. Still joined the US Navy in 1918 to serve during which conflict in American history? What is remarkable about Still’s “Afro‐
a. The Civil War. American” Symphony? b. World War I. a. It has no violin parts. c. World War II. b. It’s basically just a jazz suite. d. The Vietnam War. c. It combines the blues with traditional symphonic form. d. It has four movements. 17
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Billy Strayhorn, composer
called “And His Mother Called Him Bill.” William Thomas “Billy” Strayhorn grew up in Pittsburgh, Pennsylvania, but spent long periods of his early childhood at his grandmother’s home in North Carolina. He took interest in his grandmother’s piano at a very young age and is said to have played it from the time he was old enough to touch the keys. Still in grade school, Billy saved enough money working odd jobs to buy his own piano for the house back in Pittsburgh. Soon after, he began taking regular lessons and became absorbed in music. He composed songs and musicals as a teenager. After a period of training in classical music at the Pittsburgh Music Institute, he turned his attention more towards jazz music. In his early 20s, he formed a jazz combo called the Mad Hatters that played gigs around Pittsburgh. A life‐changing event for Billy Strayhorn occurred in 1938 when he met Duke Ellington after Ellington’s band came to perform in Pittsburgh. Ellington was so impressed with Strayhorn’s skills as a song arranger that he invited him to return to New York with his band. Strayhorn accepted and quickly adapted to Ellington’s style; the two worked together closely for the next 25 years. As an arranger for The Duke Ellington Orchestra, Strayhorn composed and co‐composed many of the groups greatest hits, including their theme song “Take the ‘A’ Train” as well as “Chelsea Bridge,” “Day Dream” and many others. Ellington and Strayhorn also collaborated on larger works including jazz suites such as Such Sweet Thunder, The Far East Suite, a jazz arrangement of Tchaikovsky’s The Nutcracker, and Black, Brown and Beige, an extended work designed to tell a history of African‐Americans. At first, Strayhorn didn’t always receive full credit for his contributions to Ellington’s songs but later was often listed as a collaborator or full composer, and his fame grew quickly. A friend and supporter of Dr. Martin Luther King, Jr., Strayhorn contributed extensively to The Ellington Orchestra’s 1963 album dedicated to Dr. King titled My People. The Duke Ellington Jazz Society sponsored Strayhorn to perform a concert entirely of his owns works with jazz quintet in 1965. After his death two years later, Ellington recorded a famous album of Strayhorn songs titled And His Mother Called Him Bill. Composer stats: Strayhorn
Born: November 29, 1915
(102 years ago)
Died: May 31, 1967 (49 years ago)
Nationality: American
Mostly lived in: New York City
Famous works: “Take the ‘A’ Train”,
“Chelsea Bridge”, “Lush Life”, “Blood
Count”, “A Flower is a Lovesome
Thing”, “Day Dream”, “Lotus Blossom”
18
Name ___________
Celebrating Martin Luther King, Jr.
Billy Strayhorn Biography Quiz
1.
2.
3.
4.
5.
Instructions: Your teacher will hand out or make available a biography of Billy Strayhorn. Read the biography carefully and then circle the best answers to the questions below. 6. Strayhorn composed The Ellington Orchestra’s What was one thing Strayhorn did as a child theme song, _______. that showed an early interest in music? a. “A Flower is a Lovesome Thing.” a. He would sneak into the theatre to see b. “Lush Life.” operas. c. “Take the ‘A’ Train.” b. He wanted to radio to be playing all the d. “Chelsea Bridge.” time at home. c. He saved up to buy a piano with his 7. Which work by Tchaikovsky did Strayhorn help own money. to arrange for The Ellington Orchestra? d. He ran away from home to join a band. a. Swan Lake. b. Romeo and Juliet Fantasy Overture. What life‐changing event for Strayhorn occurred in 1938? c. Marche Slave. d. The Nutcracker. a. He formed his first band. b. He met Duke Ellington. 8. Which statement about Strayhorn’s popularity c. He bought a piano. d. He wrote “Take the ‘A’ Train.” is true? a. Duke Ellington always got all the credit For most of his career, Strayhorn worked for Strayhorn’s compositions. closely with bandleader _______. b. He was relatively unknown until after a. Duke Ellington. his death in 1967. b. The Mad Hatters. c. He never got a chance to present his c. Joseph Schwantner. own works in concert. d. Dr. Martin Luther King, Jr. d. His fame grew quickly during his time working for The Ellington Orchestra. The album called My People by Strayhorn and The Ellington Orchestra was dedicated to ____. 9. _________ is a famous song by Billy Strayhorn. a. “Heebie Jeebies” a. Dr. Martin Luther King, Jr. b. “Take the ‘A’ Train” b. Billy’s mother. c. “Potato Head Blues” c. Duke Ellington. d. Ain’t Misbehavin’ d. The people of New York. 10. Ellington dedicated _______ to Strayhorn. Where did Strayhorn begin go to study music? a. several of his Grammy awards a. Manhattan School of Music. b. Eastman School of Music. b. The Far East Suite c. Oberlin Conservatory of Music. c. And His Mother Called Him Bill d. Pittsburgh Music Institute. d. his piano 19
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Juan Tizol, composer Juan Tizol composed some of the Duke Ellington Orchestra’s greatest hits as well as being an important arranger and trombonist for the band. Born in Puerto Rico in 1900, Juan learned to play the violin and trombone at an early age. Soon he was playing in the city band in Puerto Rico’s capital city of San Juan, where he also got hired to play in local dance bands as well as ballet and opera productions. At age 20, Juan Tizol joined a band that hid aboard a ship traveling to America. Their hope was to find work performing in Washington, D.C. They did; soon the band was playing at the Howard Theatre in Washington for silent movies and touring shows. The band became popular enough to be hired out to play in small jazz groups and was eventually noticed by Duke Ellington. Attracted by Tizol’s rich, warm trombone sound and well‐crafted musicianship, the Duke asked Tizol to join his band in 1929. Tizol became known for being a great sight‐reader in the band, and Ellington began writing songs with Tizol in mind – often with trombone carrying the lead melody. Tizol also showed talent as a composer and went on to compose some of Composer stats: Juan Tizol
the band’s greatest hits, including “Perdido,” “Caravan,” and “Pyramid.” With his Puerto Rican upbringing, he brought the Born: January 22, 1900 (117 years ago)
flavor of Latin dance music into several of The Ellington Died: April 23, 1984 (32 years ago)
Orchestra’s compositions. Tizol eventually left Ellington’s band in Nationality: Puerto Rican
1944 to play in the Harry James Orchestra in Los Angeles, Mostly lived in: New York City
California. In what became known as “the James raid,” he returned to the Ellington Orchestra in 1951 bringing along two Famous works: “Caravan”,
other musicians from James’ band as well. He continued to go “Pyramid”, “Perdido”, “Moonlight
back and forth between the two bands for a number of years, however, making significant contributions to both. He eventually Fiesta”, “Jubilesta”, “Conga Brava”,
“Luna de Cuba”, “Zanzibar”
retired to California, where he lived until his death in 1984. 20
Name ___________
Celebrating Martin Luther King, Jr.
Juan Tizol Biography Quiz
1.
2.
3.
4.
5.
Instructions: Your teacher will hand out or make available a biography of Juan Tizol. Read the biography carefully and then circle the best answers to the questions below. 6. What is one strength mentioned in the Which two instruments did Juan Tizol learn to biography that Tizol had as a musician? play as a child? a. excellent skills for improvising. a. violin and viola. b. a rich, warm trombone sound. b. trumpet and trombone. c. He could play ten instruments. c. violin and trombone. d. a sense of perfect pitch. d. trumpet and viola. What sort of musical groups did Tizol play in as 7. Which is a famous song composed by Juan a young man in Puerto Rico? Tizol for The Ellington Orchestra? a. a city band, dance bands, opera and a. “Perdido.” ballet productions. b. “Take the ‘A’ Train.” b. jazz combos and street bands. c. “Satin Doll.” c. a tango orchestra and string quartet. d. “Come Sunday.” d. He didn’t play in any groups until he came to America. 8. Tizol also brought the flavor of ________ into The Ellington Orchestra’s compositions. How did Tizol and his Puerto Rican band arrive a. African rhythms in the America? b. Latin dance music a. They took the “A” train to Harlem. c. Andean flute music b. They toured Mexico first and then d. Spanish flamenco music crossed the border at Laredo. c. They hid as stoyaways aboard a ship. 9. What was “the James raid”? d. They flew to Miami. a. a song by Juan Tizol. b. a piano piece by Duke Ellington that What type of music did Tizol and his band Juan Tizol later arranged for the band. perform at the Howard Theatre in D.C.? c. an event in 1951 when Tizol brought a. ballet and opera productions. two musicians from the Harry James b. scores for silent movies. Orchestra to play in the Ellington band. c. Beethoven symphonies. d. a World War II battle in Japan. d. ragtime jazz. 10. Which is not mentioned on the biography page How did Tizol work for Ellington’s band? as a work by Juan Tizol? a. as a trombonist only. a. “Caravan” b. as an agent. b. “Moonlight Fiesta” c. “Pyramid” c. as a violinist and trombonist. d. “Chelsea Bridge” d. as a trombonist, composer & arranger. 21
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Answer Key to Biography Quizzes (page 1)
Leonard
Bernstein
Aaron
Copland
Duke
Ellington
Adolphus
Hailstork
1. b
2. a
3. b
4. d
5. c
6. b
7. d
8. b
9. d
10. c
1. c
2. a
3. d
4. d
5. c
6. b
7. a
8. d
9. a
10. b
1. d
2. a
3. b
4. a
5. b
6. b
7. c
8. b
9. d
10. a
1. a
2. b
3. a
4. c
5. a
6. b
7. d
8. c
9. a
10. d
22
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Answer Key to Biography Quizzes (page 2)
Martin Luther
King Jr.
1. c
2. b
3. d
4. a
5. c
6. c
7. a
8. b
9. c
10. a
Joseph
Schwantner
William
Grant Still
Billy
Strayhorn
1. d
2. a
3. b
4. d
5. c
6. a
7. c
8. d
9. d
10. d
1. a
2. c
3. d
4. c
5. c
6. a
7. b
8. d
9. a
10. b
1. c
2. b
3. a
4. a
5. d
6. c
7. d
8. d
9. b
10. c
Juan Tizol
1. c; 2. a; 3. c; 4. b; 5. d; 6. b; 7. a; 8. b; 9. c; 10. d
23
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Dr. Martin Luther King, Jr., civil rights activist
Martin Luther King, Jr. grew up in Atlanta, Georgia. Born into a time of racial segregation in America, King became frustrated early in his childhood with the unjust treatment of African‐Americans in his community. He was known for his public speaking ability and attended Morehouse College at the age of 15 to pursue a degree in sociology. Although initially skeptical of Christian teachings, King decided to enter the seminary, and enrolled in Crozer Theological Seminary in Upland, Pennsylvania in 1948. As an American Baptist minister, he was best known for using his Christian beliefs to advance African‐American civil rights through nonviolent civil disobedience. After receiving a doctorate in theology from Boston University in 1955, King became more involved in the national movement for equal civil rights. Later that year, a young African‐American woman named Rosa Parks was arrested in Montgomery, Alabama for refusing to give up her seat on the bus to a white man. This sparked the 385 day Montgomery Bus Boycott planned in part and led by Dr. King. The boycott was concluded with a U.S. District Court ruling banning racial segregation on all Montgomery public buses and transformed King into the best known spokesman of the civil rights movement. In 1957, King and other civil rights activists founded the Southern Christian Leadership Conference (SCLC). The SCLC was one of the “Big Six” civil rights organizations who were involved in the organization of the 1963 “March on Washington.” King worked with President John F. Kennedy to ensure the march’s success. Over a quarter of a million people attended the event, making it the largest gathering of protesters in Washington, D.C.’s history at the time. Dr. King then delivered a 17‐minute speech, now known as “I Have a Dream,” that became one of the most influence speeches in American history. In 1964, he received the Nobel Peace Prize for combating racial inequality through nonviolent resistance. He helped organize the Selma to Montgomery marches and opposed segregated housing in Chicago as well as national issues such as economic injustice and the Vietnam War. King was planning an occupation of Washington, D.C. when he was assassinated in Memphis, Tennessee on April 4, 1968. He was awarded the Presidential Medal of Freedom and the Congressional Gold Medal after his death, and Martin Luther King Jr. Day was established as a national holiday in 1986. In 2011, the Martin Luther King Jr. Memorial was dedicated on the National Mall in Washington, D.C. Washington, D.C. Personal Stats: Dr. MLK, Jr.
Born: January 15, 1929 (88 years ago)
Died: April 4, 1968 (48 years ago)
Nationality: American
Mostly lived in: Montgomery, AL
Famous accomplishments:
Montgomery Bus Boycott, March on
Washington, Southern Christian
Leadership Conference
24
Name ___________
Celebrating Martin Luther King, Jr.
Dr. Martin Luther King, Jr. Biography Quiz
Instructions: Your teacher will hand out or make available a biography of Dr. Martin Luther King Jr. Read the biography carefully, and then circle the best answers to the questions below. 6. MLK Jr. won the ________ for combating racial 1. Which organization was co‐founded by MLK, Jr.? inequality through nonviolent resistance. a. Priests for Equality Program. a. President’s Award b. Southern Heritage Conference. b. Purple Heart c. Southern Christian Leadership Conference. c. Nobel Peace Prize d. National Association for the d. Pulitzer Prize Advancement of Colored People. 7. How many years did Martin Luther King Jr. live? 2. As a child, MLK Jr. was known for his _____. a. 39. a. recklessness. b. 49. b. public speaking ability. c. 59. c. laziness. d. 69. d. manners. 8. In 1963, the March on Washington became the 3. After graduating college, King enrolled in a largest ______ in Washington, D.C.’s history at seminary in ________. the time. a. Washington, D.C. a. parade b. Montgomery, Alabama. b. gathering of protesters c. Chicago, Illinois. c. concert d. Upland, Pennsylvania. d. boycott 4. Where was MLK, Jr. born? 9. How did the Montgomery Bus Boycott end? a. Atlanta, Georgia. a. People eventually just started using the b. Memphis, Tennessee. bus again. c. Washington, D.C. b. A separate bus service was created to d. Montgomery, Alambama. serve African‐American people. c. A U.S. District Court ruling banned racial 5. Which event sparked the Montgomery Bus segregation on Montgomery city busses. Boycott of 1955 and 1956? d. More people took the train. a. All African‐American drivers were fired. b. Dr. MLK, Jr.’s “I Have a Dream” speech. 10. Dr. King delivered a famous speech at the c. The arrest of a young African‐American March on Washington that is now known as __. woman who refused to give up her seat a. “I Have a Dream” to a white man. b. The Gettysburg Address d. a fatal shooting at a bus stop. c. The Inaugural Address d. “We Shall Overcome” 25
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Akiko Fujimoto, Associate Conductor
Akiko Fujimoto is the Associate Conductor of the San
Antonio Symphony, where she conducts over 40 concerts
annually including classical, baroque, ballet, pops, and
education concerts and leads pre-concert lectures for the
Classics series. Previously, Fujimoto was the Conducting
Associate for the Virginia Symphony Orchestra where she
made her debut on their Classics series conducting the
world premiere of Behzad Ranjbaran’s Double Concerto for
Violin, Viola and Orchestra.
A passionate advocate for young musicians, Fujimoto has
served as the music director of orchestras at Harvard
University, Stanford University and the College of William
& Mary. She was also the Music Director of the
Williamsburg Youth Orchestras in Virginia.
Outside of the U.S., Fujimoto conducted the National Arts
Center Orchestra in Canada as part of their Young
Conductors Programme, as well as the BBC Scottish Symphony Orchestra as part of St. Magnus Festival’s
Orkney Conducting Institute. She also recently attended the Conductors Lab® in France and conducted
members of the Berlin Philharmonic.
Born in Japan, Fujimoto graduated from Stanford University with a Bachelor of Arts in Music and
Psychology and holds graduate degrees in conducting from the Boston University and the Eastman
School of Music.
What is a conductor?
A conductor is a musician who leads other musicians in a performance by using visible gestures with her body. Conductors will often use a baton – a short wooden stick – to help clearly mark the beats. Conductors do a lot more however than direct musical performances. They spend a lot of time studying scores – books of music for large compositions like symphonies – and getting to know the pieces they conduct. Conductors also lead rehearsals – this means that they get to make most of the decisions about how a piece of music should sound and how it should be played – in terms of tempo, dynamics, balance and many other factors. Conductors use their knowledge and tastes to interpret pieces of music for the audience. 26
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Cristal Smith-Byrd, vocalist
TMG Gospel recording artist Ms. Cristal Smith is a native of San Antonio, TX. A singer, songwriter and producer, Ms. Smith is labeled as a contralto and formally trained as a mezzo‐soprano with a vocal range that spans five and a half octaves. She received a Bachelor of Arts Degree in Music from the University of the Incarnate Word in San Antonio Texas under the tutelage of Deborah Bussineau. Ms. Smith has been referred to as a modern‐day Mahalia Jackson by fans and critics alike and has received critical acclaim across the country. Her voice imbues a deep full bodied quality reminiscent of an era well before her time. While classically trained, Ms. Smith has developed a unique musical style that is all her own, through a fusion of gospel, jazz, classical, rock, and blues. She performs music in several different languages including German, Latin, Yiddish, Italian, Spanish and French. However, her desire is to minister to the hearts of the people so that no matter what language she’s singing the music is understood because the audience can feel it “within their soul”. The songstress masterfully carries her audiences on a musical journey soaring through the rafters with earth shattering high notes and thunderous rich low tones. Her electrifying voice commands a standing ovation with each of her performances and opens the pathway to an exhilarating and soul stirring worship experience for her audience. Her dazzling smile, stage presence and engaging personality are incomparable. Ms. Smith has performed with choruses nationwide as well as solo appearances at the Washington National Cathedral, the Cathedral Basilica of St. Louis as well as with the San Antonio Symphony. She has also performed the National Anthem for several National Basketball Association (NBA) teams including the San Antonio Spurs and Houston Rockets. She has performed as the opening act for numerous recording artists including Bobby Jones, the Mississippi Mass Choir, Neena Freelon, Kenny Garrett and many more. 27
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
The Music of “Celebrating Martin Luther King, Jr.”
Among many other things, the short life of Dr. Martin Luther King, Jr. spanned an exciting period in the history of American music – a period in which musical genres developed by African‐Americans came to the forefront of popular attention. While struggling to receive the same recognition as their What is a genre?
white peers, African‐American musicians and composers contributed greatly to Musical genres and sub‐genres are the advancement of 20th century classical music as well as to the elevation of jazz categories of compositions that have similar form, style or instrumentation. and its many branches to an art form all its own. At a time when Dr. King and his Common examples of musical genres are jazz, pop, rock and classical. predecessors were helping to open doors for all minorities, African‐American Examples of sub‐genres are big band composers and those who drew inspiration from them opened our ears to sounds jazz, heavy metal, ragtime and opera.
and musical ideas never heard before. A major goal then of the “Celebrating Martin Luther King, Jr.” Young People’s Concert program is to give students a introduction to these sounds as well as to works of classical music that reflect on issues related to the Civil Rights Movement. “Everytime I feel the Spirit” from Three Spirituals
Adolphus Hailstork (born 1941)
The spiritual songs created by African slaves in the United States during the 1700s and 1800s became a foundation for blues and gospel music in the 1900s. They also remain as a distinct genre of American music. Many spiritual songs were written with an uplifting character and lyrics to inspire courage and strength in the face of difficulty. One such song is “Everytime I feel the Spirit.” In 2005, African‐American composer Adolphus Hailstork used “Everytime I feel the Spirit” as they basis for one of his Three Sprituals along with “Kum Ba Yah” and “Oh Freedom.” “Everytime I feel the Spirit” is the first in the set. In it, the verse and refrain melodies of the original spiritual can be clearly heard, but Hailstork changes their rhythm and harmonies with fresh orchestral accompaniment [YPC 2 playlist, track 1]. Below is an excerpt from the original spiritual song: Hailstork arranged the orchestral version of Three Spirituals in 2005 from an earlier work for solo organ to celebrate the reopening of the Crispus Attucks Theatre in Norfolk, Viriginia that year. 28
The Essential Ellington: Music of Ellington & Strayhorn, arr. Tyzik
“Come Sunday” – Duke Ellington (1899-1974)
The African‐American composer, bandleader and pianist Edward Kennedy “Duke” Ellington was one of the most influential jazz musicians of the 20th century. He was also a promoter of the Civil Right Movement beginning in the 1940s and expressed support to the movement through a number of his musical What is a musical?
works. In 1941, he wrote the score for Jump for Joy, a musical intended “to debunk A musical is similar to a common movie stereotypes of African‐American popular culture.” His 1943 jazz suite theatrical play but with the story told through a series of songs. Black, Brown and Beige tells a story through music of the contributions made by The songs are often connected people of color to American society through our nation’s early history. In 1963, The by dance numbers and dialogue. Ellington Orchestra produced an album dedicated to Dr. King called My People. The album celebrated the 100th anniversary of President Lincoln’s Emancipation Proclamation, which freed black people from slavery in the United States. What later became a famous jazz standard by Ellington called “Come Sunday” appeared in both of his larger works Black, Brown and Beige and My People. With its simple melody and uplifting lyrics (written by Ellington himself), “Come Sunday” is heavily reminiscent of a spiritual song. There are many versions of the song, both vocal and instrumental, which are frequently performed today. In 1995, composer Jeff Tyzik arranged several of the greatest hits of Ellington’s big band for symphony orchestra in a medley called The Essential Ellington: Music of Ellington & Strayhorn. “Come Sunday” acts as both the introduction and as one of the songs included in the medley. The San Antonio Symphony will perform just the “Come Sunday” introduction at the Young People’s Concerts. [see YPC 2 playlist, track 2 for a symphony orchestra arrangement of “Come Sunday,” although not by Tyzik. Multiple versions of the song can be accessed on YouTube]. “Take the ‘A’ Train” – Billy Strayhorn (1915-1967) “Take the ‘A’ Train” is one of the most famous songs of the era of big band jazz music. Composed by Ellington’s arranger‐collaborator and friend Billy Strayhorn in 1939, it became a hit in 1941 What is a big band jazz?
and was soon adapted as the theme song of The Duke Ellington Orchestra. Big band jazz is a subgenre of music that was widely popular in the 1930s and 40s. Ellington hired Strayhorn after meeting him in Pittsburgh in 1938. Although the Big bands often had between 12 and 25 lyrics most commonly‐used were written later, part of Strayhorn’s inspiration musicians, including saxophones, trumpets, trombones, piano, bass came from the directions Ellington wrote for Strayhorn to meet him in New drums and vocals. Big bands were also sometimes called jazz orchestras, dance York and begin working. They started with “You must take the ‘A’ Train…” In bands or stage bands. addition to versions of lyrics by the Delta Rhythm Boys, Billy Strayhorn, Joya Sherrill and Ray Nance, a technique called scat singing is frequently used in vocal renditions. Scat singing is an improvised singing technique that is wordless or uses nonsense syllables in a way that imitates a musical instrument. “Take the ‘A’ Train” is frequently performed in both vocal and instrumental versions [see YPC 2 playlist, track 3 for a big band version]. 29
“Perdido” – Juan Tizol (1900-1984)
“Perdido” was written for The Duke Ellington Orchestra in 1941 by one of the band’s trombonists, Juan Tizol. A native of Puerto Rico, Tizol also had a knack for arranging music the Orchestra as well as incorporating Latin rhythms and sound. “Perdido,” with its infectious driving melody, quickly became a standard of the band. Its original version did not have lyrics. However, lyrics written later by Erivn Drake and Hans Lengsfelder speak of an evening street party on Perdido Street in New Orleans, Lousiana, an important center for jazz music. “Song of the Riverman” from The American Scene
William Grant Still (1895-1978)
Although having significant exposure to jazz music, African‐American composer William Grant Still largely dedicated his life to writing works in the genre of contemporary classical music. His over 150 compositions include many large works such as symphonies, ballets and operas. Still achieved a number of “firsts” in his life, including being the first African‐American composer to have a symphony performed by a leading American orchestra. This came in 1931 with the premiere of his “Afro‐American” Symphony No. 1, which found success through its combination of traditional symphonic form with the sounds of the blues and other African‐American influences. Still is quoted as having said about it: What is an orchestral suite?
I knew I wanted to write a symphony; I knew that it had to be an An suite is a set of musical pieces that can be American work; and I wanted to demonstrate how the blues, so performed together as a set or individually. often considered a lowly expression, could be elevated to the The individual pieces in a suite are often called movements. An orchestral suite is a set highest musical level. of music pieces (a suite) written for a Another important work by Still is a set of five orchestral suites composed symphony orchestra. in 1957 called The American Scene. With movement names like “Manhattan Skyline,” “Florida Night,” “Sioux Love Song” and “Grand Teton,” the suites depict American landmarks and cultural identities loosely according to geographic areas of the United States. The fifth and last suite is called A Mountain, a Memorial and a Song. The “Song” or last movement of the suite is called “Song of the Riverman,” and will be performed by the San Antonio Symphony at the Young People’s Concert. It is a peaceful song whose steady, churning accompaniment in the lower strings might be reminiscent of the old paddlewheel steamboats chugging up and down America’s great rivers [YPC 2 playlist, track 4]. 30
John Henry
Aaron Copland (1900-1990)
In 1939, Copland composed a radio score called John Henry, inspired by the anonymous ballad of American folklore. In the poem, John Henry is a super strong African‐American man who carves out railroad tunnels in the Appalachian mountains with nothing but a hammer and a steel spike. When he and other railroad builders are replaced by a steam‐engine drill, John Henry pits himself against the machine to see who can drill the fastest. John Henry manages to beat the machine in a furious contest, but the effort is simply too artwork created by students K-6 for the San Antonio Symphony League 2012 Paint to Music Contest
much for his heart, and he dies with the hammer still in his hand. In Copland’s musical tribute to this legendary hero, one can hear the whistle and the chug‐chug of an old steam locomotive, as well as the sound of hammers pounding against steel [YPC 2 playlist, track 5]. The tale of John Henry later became a symbol of racial pride and solidarity among African‐American people during the American Civil Rights Movement of the 1950s and 60s. Symphonic Dances from West Side Story
“Somewhere” – Leonard Bernstein (1918-1990)
West Side Story is a famous 1957 musical with music written by American composer Leonard Bernstein. The musical was inspired by the story of Shakespeare’s Romeo and Juliet, but updated to take place in a New York City neighborhood in the mid‐1950s. A major theme of the work is the Excerpt from “Somewhere”
expression of racial divides and tensions between long‐standing white THERE’S A PLACE FOR US, residents and more newly‐arrived Puerto Rican immigrants. When a young SOMEHWERE A PLACE FOR US. white boy named Tony and a Puerto Rican girl named Maria fall in love, their PEACE AND QUIET AND OPEN AIR WAIT FOR US relationship meets quick opposition and seems doomed to fail. Tensions SOMEWHERE. escalate, and to Maria and Tony, it seems as if the world is crashing down THERE’S A TIME FOR US, around them. In a solo song called “Somewhere,” the pair imagines a place SOME DAY A TIME FOR US, TIME TOGETHER WITH TIME TO SPARE, to escape to where they could be free to live together in peace. Bernstein TIME TO LEARN, TIME TO CARE included “Somewhere” in his 1961 orchestral suite arrangement for concert SOME DAY! performance, title Symphonic Dances from West Side Story. This is the SOMEWHERE WE’LL FIND A NEW WAY OF LIVING, version that the San Antonio Symphony will perform at the Young People’s WELL FIND A WAY OF FORGIVING Concert. In it, a solo viola reinforced by harp notes introduces the vocal line SOMEWHERE, SOMEWHERE…
[YPC 2 playlist, track 6]. Then, French horn and oboe solos trade off in a canon while accompanied by a rocking motion in the piano and harp [track 6, 0:28]. Violins take over with a heart‐rending “somewhere, somewhere” [0:55]. At the end of the song, a grating low F‐sharp in the harp, piano and low strings against an C major chord creates a sense of foreboding and uncertainty as Tony and Maria’s imagined world begins to fall apart [3:05]. 31
New Morning for the World (“Daybreak of Freedom”)
Joseph Schwantner (born 1943)
In 1982, American composer Joseph Schwantner was commissioned by AT&T to write an orchestral work incorporating the words of Dr. Martin Luther King, Jr. for the Eastman School of Music Philharmonia Orchestra in Rochester, New York. The nearly 23‐minute work that resulted, New Morning for the World (“Daybreak of Freedom”), includes narrated text from six of Dr. King’s famous speeches. In commenting on the work at the time of its first performance, Schwantner writes, “He was a man of great dignity and courage whom I had long admired. The words that I selected for the narration were garnered from more than a decade of his life.” The piece was first performed on Dr. King’s 54th birthday, Jan. 15, 1983. The San Antonio Symphony will present a roughly six‐minute excerpt with live narration at the Young People’s Concert. The excerpt is taken from the last segment of the work, beginning with a section marked “Religioso” (“Religiously”) [track 7, 19:49]. Over a hymn‐like introduction in the strings, the narration begins, here taken from Dr. King’s Stride Toward Freedom speech of 1958 [track 7, 21:08]: When the history books are written in future generations, the historians will have pause and say, “There lived a great people – a black people – who injected new meaning and dignity into the veins of civilization.” This is our challenge and our responsibility. The strings take on a slightly more uplifting feel at the start of the next section of text, taken from the I Have A Dream speech of 1963 and other untitled speeches [21:42]. Winds join in and the music “grows increasingly rugged and noble to underscore Dr. King’s hope that ‘Men will dare to live as brothers’”: I have a dream. The dream is one of equality of opportunity, of privilege and property widely distributed; a dream of a land where men will not take necessities from the many to give luxuries to the few; a dream of a land where men do not argue that the color of a man’s skin determines the content of his character; a dream of a place where all our gifts and resources are held not for ourselves alone but as instruments of service for the rest of humanity; the dream of a country where every man will respect the dignity and worth of all human personality, and men will dare to live together as brothers. The music rises to a powerful chorale‐like section, eventually taken over by the brass [23:11], before receding again to a soft bed of string sound [23:35]. Repeated flourishes in the piano and pitched percussion instruments reminiscent of the very beginning of the work add a sense of urgency to the expectant feel of this section [23:50]. Over this, the last lines of narration are pronounced: Whenever it is fulfilled, we will emerge from the bleak and desolate midnight of man’s inhumanity to man into the bright and glowing daybreak of freedom and justice for all of God’s children. The music dies away slowly to the end with a repeated series of arpeggios that express both wonder and expectancy, as it to suggest a dream still yet to be fully realized. New Morning for the World was later arranged by the composer for chamber orchestra performance and also wind ensemble. 32
Amazing Grace / Great Day Medley
Traditional/Newton, arr. Irizarry
With a desire to end the Celebrating Martin Luther King, Jr. Young People’s Concert on an uplifting note, the San Antonio Symphony has commissioned San Antonio‐based musician and orchestrator José Luis Irizarry to arrange a medley of the well‐known spiritual songs “Amazing Grace” and “Great Day” for gospel vocalist and orchestra. The gospel vocalist will be mezzo‐soprano Cristal Smith‐Byrd of San Antonio. The words to “Amazing Grace” were written by Englishman John Newton (1725‐1807) in 1773. It was later set to a folk tune called “New Britain” and turned into the hymn that it is most popularly known as today. Newton was a actually a slave trader as a young man who later repented his deeds and became an important supporter for the abolishment of slavery in Great Britain. In a famous letter written to members of the British parliament in 1788, Newton argued forcefully for an end to slavery and apologized for “a confession, which … comes too late … It will always be a subject of humiliating reflection to me, that I was once an active instrument in a business at which my heart now shudders.” Newton lived to see Britain’s abolition of slave trading in 1807 before his death that same year. The 1835 version of “Amazing Grace” set to the tune of “New Britain” became widely popular in the United States among both whites and African‐Americans. During the Civil Rights Movement of the 1950s and 60s, the song was often sung during marches and protests as a testament to the injustices suffered by African‐American people and the need for all to be “found,” and to “see.” Today, it is one of the most recognized songs in the English‐speaking world. “Great Day” is a spiritual song of traditional origin in the United States. It played a smaller role during the Civil Rights Movement, particularly as a song sung during labor strikes. “Great Day” is an uplifting tune with lyrics that speak to having strength of conviction and not giving in to opposition. [for selected renditions of “Amazing Grace” and “Great Day,” see YPC 2 playlist tracks 8 and 9. These recordings will not be the same as the newly‐arranged version to be presented in the San Antonio Symphony Young People’s Concerts]. 33
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
The Life and Accomplishments of Martin Luther King, Jr.
Martin Luther King, Jr. was born on January 15, 1929 in Atlanta, Georgia. He attended Morehouse College at age 15 and enrolled in Crozer Theological Seminary four years later. Throughout his time in school, he was recognized for his skills in public speaking, participating in the debate team in high school and being elected student body president at Crozer. In 1954, King became pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama. He received his Ph.D. in systematic theology from Boston University in 1955. On December 1, 1955, a young African‐American woman named Rosa Parks was arrested for refusing to give up her seat on a Montgomery bus, setting in motion a boycott planned by E.D. Nixon and Martin Luther King, Jr. Dr. King was also arrested during the 385 day boycott, which was concluded with the Browder v. Gayle ruling that banned racial segregation on Montgomery public buses. Because of his involvement in the boycott, King became the best‐known spokesman of the civil rights movement. In 1957, Dr. King collaborated with other civil rights activists to form the Southern Christian Leadership Conference (SCLC). The goal was to reform civil rights by using the organizing power and moral authority of black churches to conduct nonviolent protests. The first time King addressed a national audience was at the SCLC’s “Prayer Pilgrimage for Freedom” demonstration (1957). In 1959, he published a book entitled The Measure of Man, arguing man’s need for brotherly love and criticizing the racial injustices of the Western world. Due to Dr. King’s belief that organized, nonviolent protest against Jim Crow laws was the way to gain attention for the injustices suffered by southern blacks, the Civil Rights Movement rose to prominence as the most important political issue in the early 1960s. Most of the rights that his marches fought for were successfully enacted into law with the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. King organized nonviolent campaigns for desegregation in Albany, GA, Birmingham, AL, St. Augustine, FL, Selma, AL, and New York City, NY. In 1963, six civil rights organizations, including the SCLC, organized a “March on Washington for Jobs and Freedom.” The march took place on August 28, 1963, with people sprawling from the Lincoln Memorial onto the National Mall. President John F. Kennedy initially opposed the march, but after realizing he couldn’t do anything to stop the march from proceeding, he decided to attempt to change the focus. Organizers of the 34
march originally intended to denounce the federal government, pointing out its failure to protect the civil rights and physical safety of African‐Americans and other civil rights workers. However, pressure from President Kennedy caused the event to take a lighter tone. Even so, demands were still made for an end to racial segregation in public schools, $2 minimum wage for all workers, protection for civil rights workers from police brutality, meaningful civil rights legislation, and a self‐government for Washington, D.C. Despite initial doubts from President Kennedy about the march’s turnout, the event was a resounding success with over a quarter of a million people in attendance. King’s famous “I Have a Dream” speech was delivered at the conclusion of the event, and it is now regarded as one of the most influential speeches in the American history. A little over a year later, he was awarded the international Nobel Peace Prize. On March 7, 1965, the first of three attempts to march on Alabama’s state capital was aborted near Selma, AL because of mob and police violence against the protesters. That day has become known as “Bloody Sunday,” and was the gained national and international attention for the SCLC’s cause. The march finally occurred successfully on March 25. After his successes in the South, King attempted to spread the movement North to Chicago to eradicate racial preferences in the housing market, but was ultimately met with a worse reception than in the South. After multiple marches almost caused rioting, King and his colleagues left Chicago and returned to the South. King also opposed American involvement in the Vietnam War, arguing that it made the U.S. government the greatest purveyor of violence in the world. He opposed the fact that U.S. involvement in the war was taking money and resources that could be spent on social welfare to help the poor at home. This opposition cost King significant support from white allies, including President Johnson. Dr. King attempted to illustrate that the president’s stance was an example of a double standard that applauded nonviolence within the U.S. but essentially was in support of violence when it came to Vietnamese people. Although King didn’t approve of the hippie culture that was developing around the anti‐
war movement, he became more active in the anti‐war effort in 1968. In 1968, King and the SCLC organized the “Poor People’s Campaign”, a march on Washington of a multiracial army of the poor demanding an “economic bill of rights” for poor Americans. On April 4, 1968, while on a trip to Memphis to show support of the black sanitary public works employees, King was shot on the second‐floor balcony of his motel room and died in the hospital. He was only 39 years old. The “Poor People’s Campaign” was carried out soon after his assassination, and although it had initially been widely criticized, support for the plan increased after King’s death. Posthumously, King was awarded the Presidential Medal of Freedom and the Congressional Gold Medal. Martin Luther King, Jr. Day was established as a federal holiday in 1986, and a memorial was dedicated to him on the National Mall in Washington, D.C. in 2011. 35
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Martin Luther King, Jr. Timeline Activity
Interdisciplinary Themes:
U.S. History, creating a timeline, accomplishments of important individuals
Preparatory Activity:
Ask students if they are familiar with a timeline or what the word “timeline” means to them. Ask
students why a timeline might be useful, especially in the study of history. Solicit specific
examples such as ‘to organize important events in the order in which they occurred,’ or ‘to see
what events were taking place during the life of an important person,’ etc. Create a list of answers
where everyone can see them.
Culminating Activity:
Hand out copies of the following timeline template and timeline instructions pages (each one
sheet) and the Martin Luther King, Jr. focus article (one sheet when printed two-sided). Students
should read the focus article carefully and use it to create their own timeline. They should include
the 21 events listed on the timeline instructions page, as well as 3 illustrations. This activity can
be done separately or in class.
Answer Key:
Correct order of events and dates:
 1929 – Martin Luther King, Jr. born Jan. 15  1944 – Enrollment in Morehouse College  1948 – Attends Crozer Theological Seminary  1954 – pastor of Dexter Avenue Baptist Church  1955 – Receives Ph.D. from Boston University  1955 – Rosa Parks arrested  1955 – Montgomery Bus Boycott begins  1957 – SCLC created  1957 – “Prayer Pilgrimage for Freedom”  1959 – The Measure of Man book is published  1963 – March on Washington 
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1963 – “I Have a Dream” Speech 1964 – Civil Rights Act 1964 – Receives Nobel Prize 1965 – Voting Rights Act 1965 – “Bloody Sunday” 1968 – Anti‐Vietnam War effort 1968 – MLK, Jr. Assassinated Apr. 4 1968 – “Poor People’s Campaign” 1986 – MLK, Jr. Day established as a federal holiday 2011 – MLK, Jr. Memorial dedicated 36
Evaluation:
Were students able to properly organize the historical events in order using the information from
the focus article? Did students learn information about Martin Luther King, Jr. and about
important events in U.S. History in the process of creating the timeline?
TEKS Objectives (Partially Referenced):
(b) Knowledge and Skills 3rd Grade – Social Studies: (3) History. The student understands the concepts of time and chronology. The student is expected to: (B) create and interpret timelines; (17) Social studies skills. The student applies critical‐thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) sequence and categorize information; (E) interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps; 4th Grade – Social Studies: (21) Social studies skills. The student applies critical‐thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause‐and‐effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 5th Grade – Social Studies: (5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics. (24) Social studies skills. The student applies critical‐thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause‐and‐effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (E) identify the historical context of an event. 37
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Timeline Activity Instructions
Read the focus article “The Life and Accomplishments of Martin Luther King, Jr.” Then use the timeline template your teacher will pass out to you to create a timeline of significant events in life of Martin Luther King, Jr. The events you are to include are listed below. You will need to put the events in chronological order (by year), then fill them in on the timeline. In some case, more than one important event will have taken place during the same year. Your timeline should include all of the following events and three illustrations.  Receives Nobel Prize  Martin Luther King, Jr. born Jan. 15  March on Washington  Creation of the Southern Christian Leadership Conference (SCLC)  Civil Rights Act  Voting Rights Act  “I Have a Dream” Speech  “Bloody Sunday”  Martin Luther King, Jr. Assassinated on Apr. 4  “Poor People’s Campaign”  Active in the anti‐Vietnam War effort  Enrollment in Morehouse College  Attends Crozer Theological Seminary  Receives Ph.D. from Boston University  Montgomery Bus Boycott begins  “Prayer Pilgrimage for Freedom” demostration  The Measure of Man book is published  Rosa Parks arrested  Martin Luther King, Jr. Day established as a federal holiday  Martin Luther King, Jr. Memorial dedicated on the National Mall  Became pastor of Dexter Avenue Baptist Church 38
Name:
Celebrating Martin Luther King, Jr.
Timeline Activity
39
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Concert Etiquette Activity
Teaching Objective:
Students will examine, discuss and practice appropriate concert behavior in different settings. Preparatory Activities:
1. Ask the students to list places or situations where they might be part of an audience. Solicit examples such as a rock concert, tennis match, football game, golf tournament, sitting at home watching television with the family. Create a list of answers where everyone can see them. 2. Discuss the way audience behavior in various settings would be different. Discuss how different venues or activities have different expectations for audience behavior. Discuss how an audience can positively or negatively affect the performer/athlete. Teaching Sequence:
1. Assign a group of two or more students to act out behavior that would occur at various venues at the front of the classroom. For example, have two students pretend to be playing tennis. 2. Instruct the rest of the class to pretend that they are the audience for the event being portrayed. Instruct the “audience” to show their appreciation for the performers/athletes pretending in front of the class. 3. Critique the “audience” behavior and discuss why certain behavior was appropriate or inappropriate for the situation. Talk about audience reactions such as applause, yelling or whistling and when it is appropriate or inappropriate. 4. Ask the performers to tell the class how the “audience” behavior affected their efforts. Culminating Activity:
Talk to the students about the upcoming San Antonio Symphony concert. Discuss with them what they should expect to happen and how they can appropriately show their appreciation for the symphony. 40
Evaluation:
Were students able to understand how and why audience behavior might be different in various settings and venues? Did they understand the importance of their role as an audience member? Activity TEKS objectives:
(b) Knowledge and Skills 3rd Grade – Music: (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is
expected to: (B) exhibit audience etiquette during live performances.
3rd Grade – Theatre: (2) Creative expression/performance. The student interprets characters, using the voice and body expressively,
and creates dramatizations. The student is expected to: (A) demonstrate safe use of movement and voice;
(B) participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic
play, and story dramatization;
4th Grade – Music: (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is
expected to: (C) practice concert etiquette as an actively involved listener during live performances.
4th Grade – Theatre: (2) Creative expression/performance. The student interprets characters, using the voice and body expressively,
and creates dramatizations. The student is expected to: (A) demonstrate safe use of the voice and body;
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student
is expected to: (A) identify and apply appropriate audience behavior at performances;
5th Grade – Music: (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is
expected to: (C) exhibit concert etiquette as an actively involved listener during varied live performances. 5th Grade – Theatre: (1) Perception. The student develops concepts about self, human relationships, and the environment, using
elements of drama and conventions of theatre. The student is expected to: (F) portray environment,
characterization, and actions.
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student
is expected to: (A) analyze and apply appropriate audience behavior at a variety of perform ances;
41
2016-2017 Young People’s Concert Series
Orchestra Map Worksheet
Can you match each instrument with where they sit in the orchestra?
Draw lines to connect each instrument to their place in the orchestra. Use
RED for woodwinds, GREEN for strings, BLUE for percussion, ORANGE for
brass, and PURPLE for the conductor
Conductor
Percussion
Woodwinds
Brass
Strings
42
Four Families of an Orchestra
Brass Family
Woodwind Family
French horn
Trumpet
Bassoon
Trombone
Oboe
Tuba
Flute
Percussion Family
String Family
Violin
Clarinet
Viola
Timpani
Snare
Drum
Glockenspiel
Cello
Harp
Bass
Bass Drum
Triangle
43
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Instrument Families of the Orchestra
The Brass family is one of the The Woodwind family includes The String family is made up of The Percussion family is oldest families of the orchestra the flute, clarinet, oboe and the violin, viola, cello and bass. probably the most varied and includes the trumpet, bassoon. This family produces Instruments in this family family in the orchestra. sound by blowing a vibrating produce sound by (you Percussion instruments create column of air inside some form guessed it!) vibrating strings! sound by hitting, rubbing or of tube. In the past, woodwind The strings are vibrated in two shaking either a instruments were all made out ways. One way to produce solid material, French horn, tuba, trombone, of wood, but now some vibrations is to use a bow made like a metal which are all made metals such instruments, such as the flute, of horsehair stretched on a triangle, or a as brass or nickel. Sound is are made out of metal. wood stick, to rub the strings membrane, like produced when a brass player and produce vibrations. The the top of a snare drum. The buzzes his or her lips into a cup‐ other way is to pluck the string, membranes used to be made shaped mouthpiece. The Woodwinds create a vibrating usually with the hand. This is out of animal skins, but today vibrating air then travels column of air in different ways. called “Pizzicato.” String most drums use a synthetic through a long metal tube that Flutes blow across the top of an instruments change pitch by material. Only a few percussion modifies and amplifies the open hole. Clarinets blow adjusting the length of the instruments produce a specific vibrations. In order to change between a reed – usually a string. This is done by putting pitch. Pitched percussion pitch, brass players use two small, flat piece of bamboo – fingers down at some point on instruments that use a solid techniques. One is to change against a fixed surface. the string to shorten the length material, like a xylophone, the speed that they buzz their Bassoons and oboes blow of the part of it that’s vibrating. lips. The other is to change the between two reeds that length of the tubing that they vibrate against each other. are blowing air through. They Woodwinds usually change the change pitches by hitting are able to change the length pitch of their instruments by of tubing either by pressing a changing the length of the tube different sized materials. key to open a valve, as with a they are blowing the vibrating Others like the timpani change trumpet, or using a slide to air through. They most pitch by adjusting the tension physically increase or decrease often change the length of the membrane on top of the the length of tubing, as with a by opening and closing String instruments have a very drum. There are many trombone. Brass instruments holes using keys on rich sound. There are many different kinds of percussion string players in an orchestra instruments used in an have a very sweet and round their instruments. because each instrument orchestra, including the snare sound. Then can also play very Woodwind instruments loudly and are often used in have very a beautiful, alone does not have a very drum, maracas, and even the most exciting parts singing sound. They are loud sound compared to other sometimes even metal parts of a piece. often used to play solo instrument families. Often from a car! Percussion parts during strings will play a beautiful instruments produce all kinds symphonies when their melody, but sometimes the of sounds. Often at the most unique tonal qualities strings play the harmony parts. exciting part of a piece, there are many percussion can be heard above the instruments playing. rest of the orchestra. 44
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Dr. MLK, Jr. Speech Contest Information
What is the Dr. MLK, Jr. Speech Contest?
As an interactive enhancement to the Jan. 2017 Celebrating Martin Luther King, Jr. Young People’s Concert program, the San Antonio Symphony will conduct a “Dr. Martin Luther King, Jr. Speech Contest” for attending 5th grade students, the winners of which will be invited to recite excerpts from Dr. King’s iconic “I Have A Dream” speech onstage at the concerts. Entry requirements will include prior submission of a short video clip for up to three students performing an oral reading of pre‐selected excerpts from the speech. No live audition will be required. How do we participate?
It is recommend that your campus conduct a pre‐selection contest (for 5th graders) prior to submitting videos of your top three winners to the Symphony. Under teacher guidance and following the rubric provided, students will need to prepare to recite an oral reading of one of three pre‐selected excerpts from the “I Have a Dream Speech.” The deadline for the simple Entry Form, Permission Forms and entry videos to be received by the Symphony is Jan. 4, 2017. Schools and groups will be notified of the names of their contest winners on or before Jan. 9, 2017. All Contest rules and guidelines, entry forms, a parental release form, and calendar of important dates are available at: http://sasymphony.org/education/young‐peoples‐concert‐series/mlk‐speech‐contest/ Please read all information carefully. How can we listen to the live speech by MLK, Jr.?
Listen to and watch Dr. Martin Luther King, Jr. delivering his “I Have A Dream” speech on Aug. 28, 1963:
♪ Video of the speech: https://www.youtube.com/watch?v=I47Y6VHc3Ms ♪ Audio and transcript: http://www.americanrhetoric.com/speeches/mlkihaveadream.htm What if we have questions about the Contest?
Please contact: ♪ Jeremy Brimhall | Director of Education | San Antonio Symphony o 210.554.1006 | c 210.441.2858 | f 210.554.1008 | m 210.554.1000 [email protected] | sasymphony.org 45
2016-2017 Young People’s Concert Series
Celebrating Martin Luther King, Jr.
Web-based Educational Resources
♪
NAXOS Music Library – Playlist for “Celebrating Martin Luther King, Jr.” – Free access to streaming, high‐quality recordings of several of the music selections for this Young People’s Concert. https://www.naxosmusiclibrary.com/playlists/playlisttrack.asp?tbg=usr&pid=407043 username = sasymphony password = mozart ♪
San Antonio Public Library – A “Celebrating MLK, Jr.” suggested reading list. Includes several books for children about Martin Luther King, Jr. and the Civil Rights Movement. http://guides.mysapl.org/sasymphony ♪
YouTube – Several videos of The Duke Ellington Orchestra in live performance are available on YouTube. “Take the ‘A’ Train”: https://youtu.be/D6mFGy4g_n8 “Perdido”: https://youtu.be/vIRzgWmbtKs ♪
National Education Association – K‐5 classroom resources for MLK, Jr. Day. http://www.nea.org/tools/lessons/mlk‐day‐gradesK‐5.html ♪
education world – Classroom resources and lesson plans for MLK, Jr. Day. http://www.educationworld.com/holidays/archives/mlking.shtml ♪
National Park Service – K‐8 Lesson Plans & Teacher Guides for learning about MLK, Jr. https://www.nps.gov/malu/learn/education/lessonplansandteacherguides.htm ♪
Stanford University MLK, Jr. Research and Education Institute – Includes a database of lesson plans and classroom resources “encouraging youth to think deeply about the African American Freedom Struggle and current movements for justice.” https://kinginstitute.stanford.edu/liberation‐curriculum ♪
Pre‐K Pages – Activities and lesson plans for celebrating Martin Luther King, Jr. Day. http://www.pre‐kpages.com/celebrating‐martin‐luther‐king‐jr‐day/ ♪
New York Philharmonic Kidzone – Visit the composer’s gallery for interactive biographies of Bernstein, Copland, Ellington and Still. See also the various interactive learning tools. http://www.nyphilkids.org/index.html ♪
Classics for Kids – Listen to a short radio program for kids with an accompanying biography, online quiz and activity sheet about William Grant Still: http://www.classicsforkids.com/pastshows.asp?id=65 ♪
Bass Performance Hall – Download a PDF study guide about Copland, include his work John Henry. https://www.basshall.com/childrens‐education‐program/study‐guides/ ♪
Dallas Symphony Orchestra Kids (DSO Kids) –– Includes interactive resources for learning about music and composers. http://www.dsokids.com/ ♪
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San Francisco Symphony Kids – “Fun and games with music.” http://www.sfskids.org/ Teachers pay Teachers – Some colorful and inexpensive resources for introducing MLK, Jr. to students. https://www.teacherspayteachers.com/Browse/Search:martin%20luther%20king%20jr 46