Arturo O`Farrill

SchoolTime Performance Series
Teacher’s Guide 2013–14
Arturo
O’Farrill
arts education
Generous support for SchoolTime provided,
in part, by
1 ARTURO O’FARRILL • njpac.org
NEW JERSEY PERFORMING ARTS CENTER
SchoolTime Performance Series
CONTENTS
2About NJPAC’s SchoolTime
Performance Series and the
Teacher’s Resource Guide
3 About the Performance
Meet Arturo O’Farrill
A Musical Legacy
3 Arturo O’Farrill Vocabulary List
4 &5P.E.R.F.O.R.M.
with Arturo O’Farrill
5Resources and Facts about
Arturo O’Farrill
6 Activities for Your Classroom
Arturo O’Farrill’s Musical Inspirations – What are Yours?
7Plan Your Visit
7NJ State Academic Standards
8Coming Soon to NJPAC
All NJPAC SchoolTime performances are 50-60 minutes in length
followed by a 10-15 minute Meet the Artist session unless otherwise
noted.
Before the Performance
• Confirm dates, times and transportation needs, if applicable, with
your school representative.
• Confirm that the total number of students and chaperones in
attendance corresponds with the total on your NJPAC SchoolTime
Ticket Voucher.
• Please note: Extra persons in attendance will be requested to pay
before being admitted to the theater.
Accessibility: We want to make your visit as easy and rewarding as
possible. Wheelchair seating must be requested in advance at the time
of the ticket request and is subject to availability. Our staff has infrared
devices available should you need one. Sign Language Interpretation is
available by request for certain performances with sufficient advance
notice. Please contact Caitlin Evans Jones, Director of Partnerships and
Professional Development, at 973-353-8033.
Made possible through the generosity of
The New Jersey Performing Arts Center (NJPAC) Arts
Education Department presents the 17th season of the
SchoolTime Performance Series.
Teacher’s Resource Guide
NJPAC provides ideas, activities, and reading resources that promote arts
literacy and links to New Jersey’s Core Curriculum Content Standards and
Common Core State Standards.
Permission is granted to copy and distribute this guide to any class attending
a 2013-2014 SchoolTime performance (all other rights reserved).
NJPAC Arts Education
Nurture a love of arts in future generations by helping NJPAC’s Arts
Education Programs bring the joy of dance, music, and theater directly to
students throughout New Jersey.
Arts Training
Students from ages 10 through 18 work with professional artist educators
to develop talent and creativity in the areas of acting, modern dance,
hip-hop, ballet, vocals, instrumental jazz, and musical theater.
In-School Residency Programs
Our teaching artists create stimulating dance, music, and theater performing
arts experiences that engage pre-schoolers up through 12th graders.
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SchoolTime Performance Series
Our series introduces students to the magic of the stage. Programs feature
music, dance, storytelling, theater and puppetry, which are linked to
curriculum areas such as world languages, social studies and language arts.
Professional Development
NJPAC Professional Development combines arts pedagogy, content,
classroom management and social behavioral strategies. Our goal is to
inspire artistic and intellectual capacities in students and teachers.
SchoolTime Performance Series
about
About the Performance
Meet Arturo O’Farrill
Born in Mexico and raised in New York City, Arturo O’Farrill is a pianist,
composer, bandleader, and the son of Latin jazz artist, Chico O’Farrill. Arturo’s
musical prominence is owed to his carrying the torch of a new generation of
Afro-Latin jazz music, an art-form that developed simultaneously in Havana
and New York City in the 1940s. He completed his education at the Manhattan
School of Music and the Brooklyn College Conservatory.
In the late-1990s, Arturo took over the direction of his father’s worldtouring group, Chico O’Farrill’s Afro Cuban Jazz Orchestra, which ended
a 15-year residency at Birdland in NYC last year. Another critical point of
Arturo’s career came in 2002, the year he created the Afro Latin Jazz
Orchestra for Jazz at Lincoln Center. He left Lincoln Center in 2007 to found
his own organization, the Afro Latin Jazz Alliance. Recordings with his Afro
Latin Jazz Orchestra earned a 2009 Grammy Award for Best Latin Jazz Album
(for Song for Chico), as well as Grammy nominations in 2006 and 2011.
In recording, traveling, composing, performing, and educating, Arturo
O’Farrill continues to share his gifts with the worlds of music and culture.
Arturo’s two sons, Zachary and Adam, are musicians who are continuing the
family legacy.
Pianist and composer Arturo O’Farrill has created Grammy
Award-winning recordings with his Afro Latin Jazz Orchestra. Also an educator and advocate, O’Farrill is the son and father of
jazz musicians.
A Musical Legacy
Chico O’Farrill was born in Havana, Cuba in 1921, and fell in love
with jazz while he was a student in a military academy in Georgia in the
mid-1930s. He moved to New York a decade later, by this time a jazz
trumpet player. Through his collaborations with Dizzy Gillespie, Machito,
Benny Goodman, and Count Basie in New York, Chico became one of the
originators of the new Afro-Latin jazz sound that emerged in the 1940s.
Chico O’Farrill’s musical legacy centers on his innovation as a composer,
arranger, and bandleader.
As a young man, Chico’s son Arturo did not believe he would carry
on his father’s tradition in Afro-Latin jazz. A pianist, his career began in
experimental jazz when he played free jazz with Carla Bley. The early
1990s, however, saw an aging Chico wanting to make a return to recording.
Arturo assumed writing and arranging responsibilities in a style he had not
fully embraced for himself: Afro-Latin jazz. Artistic duty combined with
a sense of family responsibility would land him as the co-director of the
Chico O’Farrill Afro Cuban Jazz Orchestra. He assumed directorship
after his father’s death in 2001 and remained the director until their last
performance in 2013. Outside of this role, Arturo has laid roots in New
York City’s jazz performance and education landscape from the 1990s until
the present day.
The O’Farrill Brothers Band, led by Arturo’s sons Zack and Adam,
represent a third generation of O’Farrill jazz musicians. They honor their
musical heritage while forging forward with fresh new sounds that incorporate
jazz, rock, classical, hip-hop, Middle Eastern, and other influences.
Vocabulary list for Arturo O’Farrill
Afro-Latin Jazz — Jazz music, sometimes divided broadly into
Afro-Cuban jazz and Afro-Brazilian jazz, that carries a distinct
African rhythmic influence. Developed in the 1940s, Afro-Latin
Jazz combines the musical elements reflected in its name: African
instruments, rhythm, expression; Latin (Spanish or Portuguese)
melodic structures; and the instruments of and improvisational
relationships birthed in African-American jazz
Clave — Spanish word for “code” or “key” that musically refers
to the time-organizing effect of instruments in Afro-Latin jazz. A
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repeated five-stroke pattern played on the claves (two wooden
sticks) is the core element of Afro-Cuban rhythms.
Composer — Person who creates original musical pieces by
expertly combining various elements
Bandleader — One who directs a performing band. This position
may include musical arranging and conducting.
Legacy — Something handed down from the past; a condition
inherited from predecessors
njpac.org • ARTURO O’FARRILL 3
SchoolTime Performance Series
P.E.R.F.O.R.M. with Arturo O’Farrill
The P.E.R.F.O.R.M. activities will enable students to get the most out of a SchoolTime performance. The P.E.R.F.O.R.M. method encourages students to
learn about the performer, the art form and the significance of the performance before the show and encourages students to show the show as inspiration
to create small classroom performances and celebrations.
P
E
Prepare for the Performance
Share biographical information with your class
about Arturo O’Farrill
Arturo O’Farrill is a world-renowned, Grammy
Award-winning pianist, composer, and educator.
In 2002, he created the Afro Latin Jazz Orchestra
(ALJO) in order to bring the vital musical traditions
of Afro-Latin jazz to a wider general audience.
Arturo’s father, Chico O’Farrill, was a legendary
trumpeter and founder of the Chico O’Farrill AfroCuban Jazz Orchestra. Arturo’s sons, Zachary and
Adam, are now musicians.
Discuss: What is Arturo O’Farrill known for? Use the
article on page 3 as a guide.
R
Experience
Arturo O’Farrill
Read
Read about Arturo O’Farrill.
Experience Arturo O’Farrill by viewing
videos.
Arturo O’Farrill has a YouTube channel:
http://www.youtube.com/user/
AfroLatinJazzNY. Allow students to view
three video clips.
Discuss the question: What is unique
about Arturo O’Farrill’s music? Support your
answers with examples from the videos
you have viewed.
The compositions page on Arturo
O’Farrill’s website (http://www.
arturoofarrill.com/compositions)
reveals that he recently discovered
a new talent that he might love best
of all.
Discuss: What is the new talent? How
has this new talent developed over time?
What instruments will you find in
Arturo O’Farrill’s Afro Latin Jazz Orchestra?
Timbales
Bongo drums
Conga
Trumpet
Piano
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Trombone
Saxaphone
SchoolTime Performance Series
F
O
R
Focus on the
Performance
Originate
Rehearse
Revise one of Arturo O’Farrill’s songs.
Write a review of Arturo O’Farrill’s
performance.
Arturo O’Farrill’s son Adam is quoted as
saying, “I’m working on making music that’s
also a mixing pot (like Afro-Latin jazz), but of
jazz, classical, rock, electronic, Middle Eastern,
hip-hop, and many more, in the same way that
Latin music was created.”
Rehearse presenting
your song.
Arturo O’Farrill is quoted as saying,
“Dance music is very powerful
because it unites the brain with
the body.” Interpret this quote in
a review of the Arturo O’Farrill
performance that responds to the
questions:
• What impact did the Arturo
O’Farrill performance have on you?
• Did it make you want to dance?
• Why or why not?
Allow students to
practice with their
groups. Allow students
to create simple
instruments.
M
Make
Magic!
Share.
Share your new
songs with one
another.
Ask students:
• Using the History of Jazz article as a guide,
how do you think Afro-Cuban Latin Jazz can
evolve?
• What new sounds do you think it will include?
Break students into groups. Explain that they will
be working together to revise one of Arturo
O’Farrill’s songs. They can blend it with new
sounds or mix it with their favorite song(s). The
students can play actual instruments, play along
with the song, or hum and tap the new song.
Resources
Arturo O’Farrill You Tube Channel
Five Albums I Can’t do Without
http://www.youtube.com/user/
AfroLatinJazzNY
http://www.npr.
org/2008/05/27/90792808/
five-albums-i-cant-do-without
Afro Latin Jazz Alliance
http://www.afrolatinjazz.org/
History of Jazz
Arturo O’Farrill’s Official Website
http://teacher.scholastic.com/activities/
bhistory/history_of_jazz.htm
http://www.arturoofarrill.com/
Jazz Legacy: Zack and Adam O’Farrill
Step Out as Bandleaders
http://www.blouinartinfo.com/news/
story/859800/jazz-legacy-zack-and-adamofarrill-step-out-as-bandleaders
A Family’s Legacy: Afro-Cuban Jazz
All Music- Arturo O’Farrill
http://www.allmusic.com/artist/
arturo-ofarrill-mn0000606381
Tiny Desk Concert
http://www.npr.org/
event/music/222175152/
arturo-ofarrill-tiny-desk-concert
http://www.nytimes.com/2011/04/29/
arts/music/ofarrill-legacy-of-afro-cuban-jazz.
html?_r=0
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njpac.org • ARTURO O’FARRILL 5
SchoolTime Performance Series
Activities for Your Classroom
Arturo O’Farrill’s Musical Inspirations – What are Yours?
In a 2008 article, Arturo shared five songs he cannot live without and why. Here is a summary of his list:
Song: If I Were a Belly by the Miles Davis Quartet
Album: Relaxin’
Why? The Miles Davis solo made Arturo decide he wanted to be a jazz artist.
Song: Boogie Stop Shuffle by Charles Mingus
Album: Mingus Ah Um
Why? The combination of the bass and drums are uncanny.
Song: A Love Supreme, Pt. 1– Acknowledgement
Album: A Love Supreme by John Coltrane
Why? The music flows from within the artist.
Song: Windows by Chick Corea
Album: Now He Sings, Now He Sobs
Why: This is one of the finest trio recordings ever.
Song: Watermelon Man by Herbie Hancock
Album: Headhunters
Why? The song opened Arturo up to rhythms and concepts from around the world.
What songs can’t you live without?
Song:
Artist:
Album:
Song:
Artist:
Album:
Song:
Artist:
Album:
Song:
Artist:
Album:
Song:
Artist:
Album:
6 ARTURO O’FARRILL • njpac.org
Why?
SchoolTime Performance Series
PLAN YOUR VISIT
NJPAC Performance Etiquette
Let your students know that the
audience plays an important role at a live
performance. For many students, this may
be their first time in a theater. Following are
a few rules to go over with them to make
their experience more enjoyable:
1.Silence is Golden
The acoustics in most theaters and concert
halls are designed to amplify sound. If you
whisper, it is disturbing to the performers
and the people in the audience.
2.Cell Phone Cameras and
Electronic Devices
The screens on electronic devices give off
a lot of light. So do flash bulbs on cameras.
In a dark theater, it’s distracting to the
performers and a ringing cell phone is noisy.
3.Entering and Exiting a Theater
Many theaters don’t allow late comers to
enter during the performance. Get to the
theater before the curtain goes up.
4.Show Your Appreciation
At the end of the performance, let the
actors know how much you liked the show
by clapping. If you really enjoyed the show,
you can stand and applaud; that is called a
standing ovation.
While at NJPAC
Seating: Please arrive on time. Seating is done
on a first come, first served basis. Late arrivals
will be seated at the discretion of the house
management.
Nametags: Nametags should have each student’s
name, school, teacher and bus number clearly
marked. Wear nametags throughout your visit
for identification purposes.
Lunch/Snacks: Food, beverage, gum and
candy are not permitted in the theater. Your
group is invited to eat outside in Theater
Square, located directly in front of NJPAC.
Personal Belongings: Book bags and all other
personal belongings are not allowed into the
theater.
NJPAC is located at
Restrooms: Use the restroom before the
performance. Students will not be allowed to
use facilities unless escorted by a chaperone.
Cancellation Policy
Post-Performance: Wait for the NJPAC
SchoolTime Captain to escort your group
from the theater to your bus or appropriate
waiting area.
NJPAC’s Weather Hotline is 973-353-8008, and
is updated by 6:30AM the day of a performance.
One Center Street, Newark, NJ 07102
If NJPAC cancels a performance, we will
attempt to reschedule. If the performance
cannot be rescheduled, your school will receive
a full refund. If your school is closed, and the
performance is not cancelled, we are unable
to refund your money. However, NJPAC
will attempt to accommodate your school
at another NJPAC SchoolTime performance
during the current season, based on availability.
visit artsed.njpac.org
Find additional Teacher Resource Guides for this year’s shows by clicking on SchoolTime Performances
NJ STATE ACADEMIC STANDARDS
Arturo O’Farrill Standards
NJ Core Curriculum Content Standards & Common Core State Standards Addressed
English Language Arts
Social Studies
Grade 6
SL.6.1
SL.6.2
Grades 9-12
Grade 7
SL.7.1
SL.7.2
World Languages
Grade 8
SL.8.1
SL.8.2
Grades 9 & 10
SL.9-10.1
SL.9-10.2
Grade 11 & 12
SL.11-12.1
SL.11-12.2
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Novice-Mid
Proficiency Level
6.1.12.D
6.2.12.D
7.1.NM.C: Presentational Mode
Visual and Performing Arts
Grades 6-12
1.1: The Creative Process
1.2: History of the Arts and Culture
1.3: Performance
1.4: Aesthetic Responses & Critique
Methodologies
njpac.org • ARTURO O’FARRILL 7
SchoolTime Performance Series
arts education
NEW JERSEY PERFORMING ARTS CENTER
New Jersey Performing
Arts Center
William J. Marino, John R. Strangfeld Co-Chairs
John Schreiber President & CEO
Laurie Carter Vice President of Arts Education
Alison Scott-Williams Assistant Vice President
of Arts Education
Caitlin Evans Jones Director of Partnerships and
Professional Development
Rebecca Hinkle Director, Arts Education
Jamie M. Mayer Associate Director for
In-School Programs
Heike Currie
Editor of Teacher’s Resource
Guides
Rochelle Herring-Peniston Curriculum
Consultant
Bonnie FeltDesigner
Cover photo by John Abbott
Photos, page 3 and 5, by Rebecca Meek
Copyright © 2014
New Jersey Performing Arts Center
All Rights Reserved
One Center Street
Newark, New Jersey 07102
973 297-5828
www.njpac.org/arts-education-1
[email protected]
Acknowledgments
as of 9/1/13
Major support for Teacher’s Resource Guides
provided by Stewart and Judy Colton.
NJPAC Arts Education Programs are made
possible in part through the generosity of
endowment donors.
Anonymous, The Arts Education Endowment
Fund in Honor of Raymond C. Chambers,
Randi and Marc E. Berson, Toby and Leon
Cooperman, Albert and Katherine Merck,
The Sagner Companies/The Sagner Family
Foundation, Wells Fargo.
Generous annual support for NJPAC Arts
Education Programs is provided by:
The Prudential Foundation, Victoria Foundation,
Inc., Automatic Data Processing, Inc., The StarLedger, PSEG Foundation, Merck Company
Foundation, Anonymous, Wells Fargo, The
Women’s Association of NJPAC, McCrane
Foundation Inc., care of Margrit McCrane,
Surdna Foundation, Inc., John and Suzanne
Willian / Goldman Sachs Gives, MCJ Amelior
Foundation, The Johnny Mercer Foundation,
Becton Dickinson & Company, TD Charitable
Foundation, Joan and Allen Bildner, Bloomberg,
Jennifer A. Chalsty, The Coca Cola Foundation,
Johnson & Johnson Family of Companies, Dana
and Peter Langerman, Mary Pope Osborne,
Panasonic Corporation of America, Ronald
McDonald House Charities, Turrell Fund, PNC
Foundation, John R. and Mary Kay Strangfeld,
Atlantic Tomorrow’s Office, Judy and Brian
Bedol, Rose Cali, Bonnie and Steve Holmes,
Meg and Howard Jacobs, Jacobs Levy Equity
Management, Inc., New England Foundation for
the Arts, Novo Nordisk, Pechter Foundation,
Reitman Industries, Marian and David Rocker, E.
Franklin Robbins Charitable Trust, Citi, Archie
Gottesman and Gary DeBode, Veronica M.
Goldberg, Mr. and Mrs. Leslie C. Quick, III,
Provident Bank Foundation, Target Corporation
Try Audible with a free audiobook. Choose
from more than 150,000 titles — including
Best Sellers and New Releases. For offer
details visit Audible.com/njpac.
Visit www.njpac.org/arts-education-1
8 ARTURO O’FARRILL • njpac.org
Young Artist Summer
Intensive (YASI)
Christian Ely, Artistic Director
2014 SUMMER PROGRAMS
Application Deadline:
April 25, 2014
Apprentice Division
• Develop your inner artist by taking classes
in acting, dance, musical theater and vocal
performance
• Perform on stage at NJPAC’s Horizon
Theater!
• A two-week intensive for beginner and
intermediate young artists offered in two
sessions.
No auditions are required.
Ages 10 – 16 • Session 1 (July 7 – 18) &
Session 2 (July 21 - August 1)
Advanced Division
• Preparation for college and a career in the
performing arts
• Perform on stage at NJPAC’s Victoria
Theater!
• A five week intensive where young artist
major in one of the following disciplines:
acting, dance, musical theater or vocal
performance
Auditions are required. Audition date is March
29, 2014 and additonal date at the end of
April will be announced.
Ages 12 – 18 • June 30 – August 1
For application, requirements and more
information, please visit njpac.org/
arts-education-1/summer, email us at
[email protected] or call (973)
353-7058.
NJPAC Summer Programs
take place at NJPAC’s
Center for Arts Education
24 Rector Street, Newark, NJ