Music of
Canada/
Music of
the World
Activity Guide
KWS School Concerts
Grades 1—3
October 16 & 17, 2012
Kitchener-Waterloo Symphony
Evan Mitchell, Assistant Conductor
Season Sponsor
Dear Teachers
We are so pleased that you will be including your students in
the Kitchener-Waterloo Symphony School Concerts Program.
This concert, Music of Canada / Music of the World, will introduce grade 1—3 students to some important concepts from
the Ontario Ministry of Education curriculum through music.
Not only will the students see and hear a professional, 60piece orchestra in the acoustically superb Centre in the
Square, they will also learn new concepts, be exposed to different cultures and be inspired.
To enhance the concert experience the KWS sends some of
its musicians into the schools to meet the students, give some
instrument demonstrations, talk about the concert and answer
questions from the students. Please encourage your students
to be inquisitive—we love answering questions about the music we perform.
The materials in this booklet are designed by our KWS Education staff and our Educator in Residence, Nancy Kidd. We welcome your feedback.
Thank you, and enjoy the concert!
Christopher Sharpe
Director of Education and Community Programs
Kitchener-Waterloo Symphony
[email protected]
519.745.4711 ext. 276
KWS SCHOOL CONCERTS PROGRAM
Music of Canada/Music of the World
Tuesday, October 16, 2012 at 10:30 and 1:00 PM — Centre In The Square
Wednesday, October 17, 2012 at 10:30 and 1:00 PM — Centre In The Square
Repertoire:
Calixa Lavallee (1842 - 1891)
O Canada
1:30
Johann Strauss Jr. (1825 –1899)
Tritsch-Tratsch Polka, Op 214
2:00
Piotr Ilyich Tchaikovsky (1840 1893)
1st movement excerpt from Symphony No.4 in F minor, op.36
2:00
Ludwig van Beethoven (1770 1827)
1st movement excerpt from Symphony No.5 in C minor, op.67
1:30
Georges Bizet (1838 - 1875)
Suite No.2 from Carmen
VI. Danse bohème
4:00
Traditional / arr. Dan Warren
Ah! Si mon moine voulair danser
2:00
Ryan Trew
Hinterland
4:00
Ralph Vaughan Williams (1872
- 1958) / arr. Gordon Jacob
March in B-flat major (Folk Songs from Somerset) from English Folk
Song Suite
3:00
Manuel de Falla (1876 - 1946)
Three Dances (Suite No.2) from Three-Cornered Hat
Miller's Dance (Farruca)
3:00
Johannes Brahms (1833 1897) / Brahms
Hungarian Dances Nos.1 (arr. Brahms)
No.1, G minor
3:00
op.36
EVAN MITCHELL,
KWS Assistant Conductor
Evan Mitchell is proving to be one of Canada's most innovative young
conductors. He has recently completed his residency as the Assistant
Conductor of the Vancouver Symphony, where he led the Vancouver
Symphony in more than 100 concerts over a three year period, acted
as a Canadian ambassador during an historic two week tour of China,
Korea and Macau, and served as an official consultant to the Vancouver Olympic Committee and Assistant Producer for the recording of
the medal ceremony national anthems. Mitchell has also taught extensively with student musicians of all ages and is often called upon as
an adjudicator, coach, and repeat guest speaker in schools. He is an award-winning percussionist both home and abroad.
Winner of the Jean-Marie Beaudet award for orchestral conducting, Mitchell studied with Maestro
Raffi Armenian, earning his Masters degree at the University of Toronto on full scholarship. He
has also studied with Helmuth Rilling and continues his more than seven-year partnership with
the National Academy Orchestra, Canada's largest Orchestral Music festival, where he holds the
title of "Associate Mentor" to the orchestral conducting and percussive apprentices.
A Brief History of Music in Canada
Before European settlers came to what is now Canada, the region was occupied by a large
number of Aboriginal peoples, including the West Coast Salish and Haida, the centrally located
Iroquois, Blackfoot and Huron, the Inuit and Dene people to the North, and the Innu and
Mi'kmaq in the East.[8] Each of the aboriginal communities had (and have) their own unique musical traditions. Chanting - singing is widely popular and most use a variety of musical instruments. Being resourceful and creative they used the materials at hand to make their instruments
for thousands of years before Europeans immigrated to the new world. They made gourds and
animal horns into rattles, many rattles were elaborately carved and beautifully painted. In woodland areas, they made horns of birchbark and drumsticks of carved antlers and wood. Drums
were generally made of carved wood and animal hides. Drums and rattles are percussion instruments traditionally used by First Nations people. These musical instruments provide the background for songs and led to aboriginal dances. For many years after Europeans came to Canada, First Nations people were forbidden to practice their traditional ceremonies.
The French settlers brought with them a great love of song, dance and fiddle playing. Beginning
in the 1630s French and First Nations children at Quebec City were taught to sing and play European instruments, like viols, violins, guitars, transverse flutes, drums, fifes and trumpets.
Historically, music was composed in Canada during the 1700s, although very few popular
named works have survived or were even published. The New France War of the Conquest by
England began and left the population economically drained and ill-equipped to develop cultural
pursuits properly. The part-time composers of this period were nonetheless often quite skilled.
Traditional songs and dances, such as those of the Habitants and Métis, were transmitted orally,
from generation to generation and from village to village, thus people felt no need to transcribe
or publish them. Printed music was required, for music teachers and their pupils, who were from
the privileged minority where domestic music making was considered a proof of gentility. Music
publishing and printing in Europe by this time was a thriving industry, but it did not begin in Canada until the 1800s. After the 1760s, regular concerts became a part of the cultural landscape,
as well as a wide variety of dancing. Operatic excerpts began to appear, and before the end of
the century Canada had its first home-grown grand opera.
The beginning of the 19th century Canadian musical ensembles had started forming in great
numbers, writing waltzes, quadrilles, polkas and galops. The first volumes of music printed in
Canada were the "Graduel romain" in 1800 and the "Processional 'sic' romain" in 1801. Folk music was still thriving, as recounted in the poem titled "The Canadian Boat Song". The poem was
composed by the Irish poet Thomas Moore (1779-1852) during a visit to Canada in 1804. "The
Canadian Boat Song" was so popular that it was published several times over the next forty
years in Boston, New York and Philadelphia. Dancing likewise was extremely popular form of
entertainment. Mass immigration during the 1840s and 1850s, largely from Ireland, England and
Scotland, broadened considerably the Canadian musical culture.
Evan Mitchell
CD TRACK#1
You can hear
how this is not
only a fun piece
to listen to, but
the orchestra
must enjoy
playing it, too!
Imagine a dance
orchestra in
Vienna in 1858
playing this for
the first time in a
ballroom filled
with swirling
dancers.
TERMS:
Opera:
Polka:
a form of theatre that
The
polkamusic,
is a
combines
Central
European
acting, dialogue and
dance
that is fasinging.
miliar throughout
Europe and the
Americas. It originated in the middle of the 19th
century in Bohemia.
REFERENCES:
R
E F E R E“Dance
N C E Sof:
YouTube:
the Comedians Smetana “ brings up
YouTube:
several video perfor“Tritsch
Tratsch“
mance of this
famous piece.
brings
up sever-
al video performance of this
famous piece.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
E V A N
M I T C H E L L
Tritsch-Tratsch Polka
Music makes
people want to
dance! Music has a
‘beat’ that makes
even the youngest
want to start
moving. There are
many different
styles of dance
represented in
classical music,
such as ballet,
waltzes, polkas,
and many others
through the ages.
Johann Strauss Jr.
COMPOSER
Johann Strauss Jr. (1825 –
1899)
Johann Strauss Jr.’s
father, Johann Strauss
Sr., was the most popular and successful conductor and composer of
dance music of his time.
He discouraged his
son's musical ambitions.
Despite these objections, Johann Jr. studied
with Joseph Dreschler,
and, at age 19, conducted a program which included his own compositions, as well as his
father's.
ACTIVITIES
1. Ask the class if it knows what a “polka” is? (dance)
Where might students hear a polka being played? wedding, Oktoberfest
2. Listen to Strauss” ‘Trisch-Trasch-Polka”
Is this music - loud/soft; smooth/jagged; fast/slow?
3. Write the name of the section(s) of the orchestra that you hear playing
this piece?
WOODWINDS
STRINGS
PERCUSSION
BRASS
4. While listening, colour the picture on the following page. Why might
this represent the music?
Daniel Warren
CD TRACK#2
Symphony No. 4
by Tchaikovsky.
Although his
music sounds
very ‘Russian’
Tchaikovsky
was actually
influenced by
music from
around the
world.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
E V A N
M I T C H E L L
Tchaikovsky “Symphony No. 4, 1st Movement”
A fanfare uses music to announce
something important. Think of
some fanfares
you’ve heard at a
special event.
Tchaikovsky begins
this symphony with
French Horns:
COMPOSER
Peter Tchaikovsky
1840 - 1893
Peter Tchaikovsky
TERMS:
Fanfare:
A flourish of trumpets, or other instruments imitating a group of
trumpets, making
an announcement.
K W S ,
After completing studies
at the St. Petersburg
Conservatory Tchaikovsky moved to Moscow to
teach at a conservatory
there. A rich woman offered him financial support which made it possible for him to quit teaching and concentrate on
composition.
His most famous music
includes Nutcracker,
1812 Overture and
Sleeping Beauty.
ACTIVITY
1. Have class listen to the opening of the first movement Tchaikovsky’s,
“Symphony No. 4.”
REFERENCES:
YouTube:
“Tchaikovsky
Symphony No.
4“ brings up several video performance of this
famous piece.
2. Is this music - strong/ weak; loud/soft; smooth/jagged; thick/thin; high/
low;
3. Distribute (or have children use their own) crayons, coloured pencils, fingerpaints.
4. “Using pictures, colours, images, symbols – illustrate or draw what you
hear.”
What is this music describing? For what purpose might it be used?
5. “Share your work with the class and talk about what in the music made you
feel this way.
Daniel Warren
CD TRACK#3
Symphony No. 5
by Beethoven.
The first notes
of this
symphony are
some of the
most famous in
all classical
music. The
symphony has
been called
one of the
most important
music works of
all time.
TERMS:
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
REFERENCES:
YouTube:
“Beethoven
Symphony 5“
brings up
several video
performance of
this famous
piece.
M I T C H E L L
Beethoven: “Symphony No. 5”, first movement
Beethoven was 28
years old when he
first realized he
was becoming
deaf. He vowed to
live on for music
and managed to
create some of the
most powerful music in history despite losing his
hearing very quickly.
COMPOSER
Ludwig van Beethoven
1770 - 1827
Ludwig van Beethoven
Symphony:
A composition for
orchestra, made
up of (usually) four
movements, each
with a different
mood and tempo.
E V A N
Beethoven first studied the
viola and piano, then
moved to Vienna to study
with a famous composer,
Haydn. Beethoven quickly
became known as a brilliant pianist and composer. By 1815 he was losing
his hearing and had to give
up performing so he concentrated on composing.
His unique music compositions sounded strange to
many of his audiences. He
has had a great influence
on many composers.
ACTIVITIES
1. Write the following pattern on the board in words, notation or symbols:
short short short l o n g //
_
_ _
____ //
short short short
_
_ _
l o n g
____
2. Have the children perform the pattern in several ways:
 knock on the their desks with their knuckles
 tap on the palm of their hands with 2 fingers
 hop on 1 foot for the “short” and land on 2 feet for the “long”
 repeat the pattern while knocking and speaking
3. Play the opening from Beethoven’s Symphony No. 5. Ask the children to listen for this
famous 4 - note “knocking” pattern. Can they hear it reoccurring throughout the excerpt?
4. Have class share their stories evoked from the music.
5. Listen again focusing on the musical elements that add colour, tension and drama
to this composition. Have children create a list on chart paper of all of techniques that
they have heard in the piece. (extreme dynamics – loud/soft; tonality changes-happy
(major)/ sad (minor); extreme pitch – high / low; texture changes – the number of instruments playing (thickness or thinness of sound); timbre – the colour of instruments
playing ( strings, woodwinds, brass, percussion etc)
Daniel Warren
CD TRACK#4
“Danse
Boheme” from
Carmen Suite
This gypsy
dance, which
opens the
second act of
Bizet's famous
opera
'Carmen',
starts quietly
and works up
to an exciting
climax.
TERMS:
Boheme:
Boheme is another term
meaning
“gypsy”. The
opera, Carmen, features
gypsy’s prominently.
REFERENCES:
YouTube: “Danse
Boheme“ brings
up several video
performances
played in various
arrangements for
different instruments.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
E V A N
M I T C H E L L
Bizet: “Danse Boheme” from Carmen Suite
Georges Bizet was
a French composer, mainly of operas. In a career cut
short by his early
death, he achieved
few successes before his final work,
Carmen, became
one of the most
popular and frequently performed
works in the entire
opera repertory.
COMPOSER
Georges Bizet
(1838—1875)
Georges Bizet
Georges Bizet is considered to be a great French
opera composer. Both of
his parents were professional musicians. Georges'
mother was a pianist.
Georges' father was a
composer and a singing
teacher and gave Georges
his first music lessons at
the age of 4.Georges' talent for music was displayed early in his childhood. He was considered
a master of the piano at
age 14.
ACTIVITY
1.Georges Bizet was born in France but some of his compositions sounded like music from
other countries. Close your eyes and b to the Danse Boheme. What do you imagine is happening in this piece?
(dancing, chasing, bullfighting) etc
It has a Spanish flavour!
2. Find France on a map of the world. Can you find Spain? Are the 2 countries
enough that Bizet might have heard Spanish music?
close
3. Listen to Danse Boheme again while keeping the beat. Place the strongest beats on
your thighs and the weaker ones on your shoulders.
X
x
x
X
x
x
1
2
3
1
2
3
Can you conduct this beat pattern?
4.This music is full of CONTRASTS. Try to identify the contrasts.
FAST ….. SLOW
LOUD …. SOFT
HEAVY ….. LIGHT
THICK …THIN
DARK………BRIGHT
SMOOTH(legato) … JUMPY(staccato)
5. Listen again and try conducting this piece. How will you change your conducting pattern?
Daniel Warren
CD TRACK#5
“Ah! Si mon
moine voulair
danser”
Quebec inherited a rich tradition of songs
and dances
from northern
France, namely the regions
of Île-deFrance, Picardy, Normandy,
Poitou, and
Brittany.
TERMS:
Folksong:
old songs, with
no known composers; another
is music that has
been passed
down over a
long period of
time.
REFERENCES:
YouTube: “Si
mon moine voulair danser“
brings up several performances
of this song.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
E V A N
M I T C H E L L
Traditional: “Ah! Si mon moine voulair danser”
This is a folksong,
believed to have
been sung in
France before the
17th century. The
title is a play on
words: "moine"
means both a
"spinning top" and
a "monk." To encourage him to
dance, the monk is
offered - in fun first a hood or cap,
then a rosary.
Lower Canada Rebellion
Because this is a
“traditional folksong” and therefore no composer
has been identified
for it. It has been
adopted as a traditional Quebec song
and is often sung in
that province.
ACTIVITY
1. Sing the French Canadian folk song, “Ah! Si Mon Moine Voulait
Danser.” The translation is included.
2. This is a lively song. It is about women trying to get a monk to
dance with them or children getting a top to spin.
3. Imagine what activity children might be doing while singing this
song. (spinning tops, dancing in circles, etc)
4. What instruments might be played to accompany the song!
(spoons, sticks)
Ah! si mon moine voulait danser! X 2
with me
Un ceinturon je lui donnerais.
X2
Danse, mon moin', danse!
Tu n'entends pas la danse,
Tu n'entends pas mon moulin, lon la
Tu n'entends pas mon moulin marcher.
Ah! si mon moine voulait danser! X2
Un chapelet je lui donnerais.
X2
Danse, mon moin', danse!
Tu n'entends pas la danse,
Tu n'entends pas mon moulin, lon la
Tu n'entends pas mon moulin marcher.
Ah! si mon moine voulait danser! X2
Un froc de bur' je lui donnerais.
X2
Danse, mon moin', danse!
Tu n'entends pas la danse,
Tu n'entends pas mon moulin, lon la
Tu n'entends pas mon moulin marcher.
Ah! si mon moine voulait danser! X2
Un beau psautier je lui donnerais. X2
Danse, mon moin', danse!
Tu n'entends pas la danse,
Tu n'entends pas mon moulin, lon la
Tu n'entends pas mon moulin marcher.
S'il n'avait fait voeu de pauvreté,
X2
Bien d'autres chos' je lui donnerais. X2
Danse, mon moin', danse!
Tu n'entends pas la danse,
Tu n'entends pas mon moulin, lon la
Tu n'entends pas mon moulin marcher
Ah! If my monk would like to dance
I would give him a sash
Dance my monk! Dance!
You don’t hear the dance
I would give him a rosary
I would give him a homespun coat
I would give him a beautiful psalter
If he had not made a vow of poverty
I would give him other things as well
Teachers, please note:
The students will not be formally asked to sing along with the orchestra at the concert
since it is a unique arrangement for orchestra only. The students are more than welcome
to sing or hum the tune if they would like to join in.
Daniel Warren
CD TRACK#6
“Hinterland”
The music on
this recording
was made
from a live
performance.
There is a
keyboard
transition
made to indicate where
the orchestra
is cutting out
some of the
music in the
longer work.
KWS School Concerts Program
M U S I C
O F
This composition by
Ryan Trew was
inspired by the lute
music used in
televised public
service-style profiles of
animals and birds that
ran on CBC television
during the 1960s and
1970s as “Hinterland
Who’s Who”. Ryan
has represented the
natural environment
through this music.
Hinterland:
REFERENCES:
MySpace:
“Hinterland “ is
found on Ryan
Trew’s MySpace
page only.
K W S ,
E V A N
M I T C H E L L
Ryan Trew: “Hinterland”
TERMS:
The hinterland is
the land or district behind a
coast or the
shoreline of a
river.
C A N A D A / W O R L D
COMPOSER
Ryan Trew
1949-present
Ryan Trew
A native of Barrie
Ontario, Ryan received
his Bachelor of Music in
composition and music
theory from Wilfrid
Laurier University and
his Master of Music at
the University of
Toronto. He is currently
pursuing a doctoral
degree in music
composition and theory
at the University of
British Columbia.
ACTIVITY
1.Imagine a space beyond the city that is largely untouched by people.
Nature and animals have been left to create their own wonderful world.
Well this is what we would see in the Hinterland.
2.Listen to Ryan Trew’s, and imagine what it might look like…. this
place that has been untouched by humans. Share your thought with the
class! Would you see and hear :
sparkling brooks, fresh streams, beautiful singing birds, all
kinds of animals, insects, wild flowers ………
3.Using crayons or coloured pencils draw your “Hinterland” while listening to the music. Listen for clues in the music! Share you picture with the
class.
Daniel Warren
CD TRACK#7
“March in Bb”
from English
Folk Song Suite
Written in 1923,
the English Folk
Song Suite is
one of English
composer Ralph
Vaughan Williams's most
famous works.
This movement
is one of three
that Vaughan
Williams included in the longer
work.
KWS School Concerts Program
M U S I C
O F
Music composers
often use folk
songs in their compositions. Even
Mozart would include them in his
operas. This March
contains 4 different
folk tunes from
Somerset, a part of
England.
Suite:
A part, or section,
of a larger piece of
music -- similar to
a chapter of a
book.
REFERENCES:
YouTube: “English
Folk Song Suite
March“ brings up
several video performances, some
played by military
bands.
K W S ,
E V A N
M I T C H E L L
“March”, English Folk Song Suite
TERMS:
An instrumental
composition that
is a collection of
several shorter
pieces or movements.
Movement:
C A N A D A / W O R L D
COMPOSER
Ralph Vaughan Williams
1872-1958
Ralph Vaughan Williams
At the turn of the century
Vaughan Williams was
among the very first to travel into the countryside to
collect folk-songs and carols from singers, notating
them for future generations
to enjoy. As musical editor
of The English Hymnal he
composed several hymns
that are now world-wide
favourites (For all the
Saints, Come down O love
Divine). Later he also
helped to edit The Oxford
Book of Carols, with similar
success.
ACTIVITY
1. Early Canada was settled by both French and English people. Both brought
with them much of their own folk music. As you listen to the March, you will
hear some melodies from English folk songs.
2. Find the beat for this March in your feet. A march usually has 4 beats in
each measure. Stand and march as you listen to this music.
4
x
x
x
x
l x
x
x
x
4
L
R
L
R
l L
R
L
R
3. While listening to the March, see if you can find the strongest beat out of the
4 beats. Patsch the strongest beat on your thighs with the other 3 beats on your
shoulders. The beat on your thighs (the 1st beat) is the strongest beat.
4
x
x
x
x
l x
x
x
x
4 thigh shoulder shoulder shoulder T
S
S
S
4. Ask the children if they have been to a parade? If they have, they would have
heard a marching band. What instruments did you hear? (drums, cymbals, trumpets, trombones, tubas, flutes, clarinets, piccolos, saxophones, etc)
Daniel Warren
CD TRACK#8
“Miller’s Dance”
This selection
is from a suite
from the ballet.
The elderly
local governor,
who wears a
three-cornered
hat, uses his
power falsely
to arrest the
miller and keep
him away from
home, so that
he himself can
pursue the miller’s wife.
TERMS:
Suite:
An instrumental
composition that
is a collection of
several shorter
pieces or movements.
REFERENCES:
YouTube:
“Miller’s Dance “
brings up several performances,
including a guitar version with
Simon Dinnigan.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
E V A N
M I T C H E L L
De Falla: “Miller’s Dance” from 3-Cornered Hat
The “Three Cornered Hat” is a ballet by Manuel de
Falla commissioned by a famous
ballet director, Sergei Diaghilev, and
premiered complete in 1919. Sets
and costumes for
the original ballet
were created by
Pablo Picasso.
COMPOSER
Manuel de Falla
1876-1946
Manuel de Falla
Manuel de Falla was a
Spanish Andalusian
composer. With Isaac
Albéniz, Enrique
Granados and Joaquín
Turina he is one of
Spain's most important
musicians of the first
half of the 20th
century.
ACTIVITY
1.Georges Bizet was a Spanish composer. LISTEN to the Miller’s Dance.
from the ballet, “Three Cornered Hat.” What is a ballet? (dancers perform on
stage to music often telling a story )
2.This music is full of musical colours! On chart paper, write words that describe the music:
LOUD OPENING
FEW INSTRUMENTS
SLOW TEMPO
ACCENTED NOTES
EXTREME DYNAMICS (LOUDS & SOFTS)
FULL ORCHESTRA
FAST TEMPO
JUMPY RHYTHM
3. Which families of instruments of the orchestra can you hear?
(woodwinds, strings, percussion, brass)
4. Can you imagine a guitar playing this piece? Check out YouTube – Simon
Dinnigan!
5. What do you imagine is happening in this piece? Listen again and colour or
draw a picture that represents the music. See next pages for colouring….
Daniel Warren
CD TRACK#9
Hungarian
Dance No. 1
This is one of
the most famous
of Brahms’
dances from his
collection of
Hungarian
Dances. It is
heard in many
different arrangements,
sometimes as
music in cartoons and movies.
KWS School Concerts Program
M U S I C
O F
C A N A D A / W O R L D
K W S ,
E V A N
M I T C H E L L
Brahms: Hungarian Dance No. 1
Brahms composed a
set of 21 lively dance
tunes based mostly
on Hungarian
themes, completed
in 1869. They vary
from about a minute
to four minutes in
length. They are
among Brahms's
most popular works,
and were certainly
the most profitable
for him.
COMPOSER
Johannes Brahms
1833-1897
Johannes Brahms
TERMS:
Brahms was a
German composer
and pianist, and one of
the leading musicians
of the Romantic
period. Born in
Hamburg, Brahms
spent much of his
professional life in
Vienna, Austria, where
he was a leader of the
musical scene.
Gypsy Music:
Gypsy Music refers to the typical
way East European music is played
in coffeehouses
and restaurants.
REFERENCES:
YouTube:
“Hungarian Dance
No. 1“ brings up
several piano and
orchestra video performances.
ACTIVITY
1.Brahms was inspired to write several dances after hearing Gypsy Bands in Hungary.
Find Hungary on a map of the world. Which other countries surround Hungary?
2.Listen to the Hungarian Dance No.1 while closing your eyes.
**Which family of instruments do you hear?
Strings (violin,viola,cello,bass); Woodwinds (flute,clarinet,oboe);
Brass (trumpet,french horn,trombone); Percussion (snare drum, timpani, triangle)
**This music is full of CONTRASTS. Try to identify the contrasts.
FAST ….. SLOW
LOUD …. SOFT
HEAVY ….. LIGHT
THICK …THIN
DARK………BRIGHT
SMOOTH(legato) … JUMPY(staccato)
** Imagine how you would move to this music
3. In small groups, make a circle and create your own dance. Be sure to use movements that are described above and don’t forget to change direction in your circles. Perform your “Hungarian Dance” for each other.
Summary of Musical Terms
Cello:
A stringed instrument that is about twice the size of a violin but not as big as a bass. It has four strings and is
played with a bow.
Concerto:
An instrumental composition written for one or more solo performers accompanied by an orchestra.
Fanfare:
A flourish of trumpets, or other instruments imitating a group of trumpets, making an announcement.
Movement:
A part, or section, of a larger piece of music -- similar to a chapter of a book.
Opera:
A stage work that combines music (solo singers, orchestra, and sometimes a chorus), costumes, and scenery to
tell a story. Most operas are sung throughout, with no spoken lines.
Rhapsody:
This means "songs stitched together." A free-form composition in which different melodies are strung together.
Staccato:
Notes that are marked staccato (with a small dot over them) are played shorter, sharper, and not connected to the
next note.
Suite:
An instrumental composition that is a collection of several shorter pieces or movements.
Symphony:
A composition for orchestra, made up of (usually) four movements, each with a different mood and tempo.