Six Flags over Texas - Fort Worth Symphony Orchestra

Transcription

Adventures in Music:
Six Flags over Texas
Dear Teachers,
The musicians and staff of the Fort Worth Symphony are eager to share our love of symphonic
music with you and your students this school year! We’ll discover the six nations whose flags
have flown over the Lone Star State and we’ll sample the music of each nation – from France
and Spain to the Republic of Texas and the United States – as we review the history of our
home state. The program includes the following works:
Penella: El Gato Montes
Bizet: Farandole from L’arlesienne Suite No. 2
Guízar: Guadalajara
Swander: Deep in the Heart of Texas
Traditional: When Johnny Comes Marching Home
Sousa: The Stars and Stripes Forever
The materials in the study guide bring together many disciplines including reading, history,
geography, and cultural studies. The materials meet multiple TEKS objectives, as listed on
page 3.
Please contact me with any questions. We look forward to performing for you and your
students!
Warm regards,
Lindsey Stortz Branch
Director of Education & Community Programs
Fort Worth Symphony Orchestra Association
817.665.6500, ext. 102
[email protected]
These materials are for educational use only in
connection with the Adventures in Music
program of the Fort Worth Symphony Orchestra.
Six Flags over Texas:
Table of Contents
TEKS Objectives
3
El Gato Montes
4-5
Farandole from L’arleseinne Suite No. 2
6-7
Guadalajara
8-9
Deep in the Heart of Texas
10
When Johnny Comes Marching Home
11-12
Stars and Stripes Forever
13-14
Meet the Orchestra
15-18
Before, During, and After the Concert
2
19
Six Flags over Texas:
TEKS Objectives
Chapter 110, Language Arts and Reading:
15b.2, 16b.2 – Reading/Vocabulary Development. Student understands new vocabulary and uses it correctly when
reading and writing;
15b.3, 16b.3 – Reading/Comprehension of Literary Text/Theme and Genre. Student analyzes, makes inferences and
draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding.
15b.10, 16b.10 – Reading/Comprehension of Informational Text/Culture and History. Student analyzes, makes inferences and draws conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provides
evidence from the text to support his/her understanding.
15b.11, 16b.11 – Reading/Comprehension of Informational Text/Expository Text. Student analyzes, makes inferences and draws conclusions about expository text, and provides evidence from text to support his/her understanding.
15b.14, 16b.14 – Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics,
and sounds work together in various forms to impact meaning.
15b.27, 16b.27 – Listening and Speaking/Listening. Student uses comprehension skills to listen attentively to others in
formal and informal settings.
Chapter 113, Social Studies:
15b.2, 15b.3, 15b.4, 16b.1, 16b.4 – History. Student understands the causes and effects of European exploration and
colonization of Texas and North America; the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States; the political, economic, and social changes in Texas during the last half of the 19th
century.
15b.6, 16b.6 – Geography. Student uses geographic tools to collect, analyze, and interpret data.
15b.19, 16b.21, 16b.22 – Culture. Student understands the contributions of people of various racial, ethnic, and religious groups to Texas; the relationship between the arts and the times during which they were created.
Chapter 117, Music:
115b.1, 118b.1 – Foundations: music literacy. Student describes and analyzes musical sound.
115b.5, 118b.5 – Historical and cultural relevance. Student relates music to history and cultures.
115b.6, 118b.6 – Critical evaluation and response. Student listens to, responds to and evaluates music and musical
performance.
3
Manuel Penella (1880-1939):
El Gato Montes
Special points of interest:
 Manuel Penella was born in Valencia, Spain.
 His father was Manuel Penella Raga, a composer and director of the city
conservatory.
 He was a violinist until he hurt his left hand, then became a composer.
 Traveled with opera companies all over the world in his adult life.
About the Music:
El Gato Montes (The Wild Cat) is Manuel Penella’s most popular work. It is a zarzuela, a Spanish opera that mixes European
traditions with Spanish folk culture. El Gato Montes is a favorite work of Placido Domingo, who championed its return to the
stage in the 1990’s. It was first performed in the United States in its original language in 1994.
The pasodoble takes place in act two of the opera. In this scene, Rafael, one of two suitors hoping to win the hand of Solea,
prepares to fight six bulls. Pasodobles are traditionally used as entrance music for the bullfighters.
Spain:
 The Spanish flag flew over Texas from 1519 to 1821.
 The first explorations into Texas were by the Spanish. The first was a
map-making expedition in 1519 led by Alfonso Alvarez de Pineda and
Cabeza de Vaca.
 Spain was forced to relinquish its control of Texas in 1821, when Texas
became a province of the newly formed nation of Mexico.
4
Dancing the
Pasodoble!
The pasodoble is a Spanish dance style which imitates bullfighting. The leader of the dance imitates the
bullfighter while the follower imitates the cape of the bullfighter. The pasodoble is danced mostly by
professional dancers due to its strictly choreographed steps. This page is an introduction on how to
dance the pasodoble.
The pasodoble is a performance dance, where the man usually represents the bullfighter and the woman
represents his cape. Her dance is soft, flowing and circular; whereas he dances more aggressively. The
dance is full of dramatic postures. They often occur during intense moments in the music. The man
sometimes stamps on the ground like a bullfighter stamps to get the attention of the bull.
The rhythm of the dance is 1-2-1-2. The dance has about 60 beats a minute. The woman usually wears a
long, wide skirt to illustrate the cape. The dance is very fast and requires a lot of energy. The music is
often very dramatic. When the dancers are in closed position, their upper bodies are touching.
There are some common steps in the pasodoble:
The chassez cape: the woman imitates a cape
The Apel: the man stamps his foot, appearing to attract attention of a bull
The Arpel: the man and woman stamp their feet, then walk in opposite directions
Unlike a waltz, there is no one basic step in the pasodoble, but the dance is a
choreographed performance of several different steps after each other. These
steps have several things in common: the movements should be sharp and
quick, and the steps should be march-like.
Not all of the steps blend into each other, unlike other ballroom dances.
Steps are added to transition from one step to another one.
5
Georges Bizet (1848-1875):
Farandole from
L’arleseinne Suite No. 2
 Georges Bizet was born in Paris, France.
 His father was a voice teacher; his mother taught him piano lessons.
 He went to the Paris Conservatory at the age of nine; they waived the age
limit.
 Bizet also wrote the opera Carmen.
 Many of his pieces were not performed until after his death at age 37.
About the Music:
The farandole is an open-chain community dance based on the carol “March of the Kings”. This carol originated in a region of
France called Provence. Each year, three youths are chosen to play the kings in a procession. It is a great honor to be chosen
as a king.
The farandole is still popular in the county of Nice, France. The farandole is similar to other dances like the gavotte, jig, and
tarantella.
France:
 The French flag flew over Texas from 1685 to 1690.
 The French explorer, Robert La Salle, hoped to start a settlement in the
French Louisiana Territory at the mouth of the Mississippi River. Not
realizing he was actually in Texas, he established Fort St. Louis on
Matagorda Bay. Life was extremely hard for these settlers. Within five
year they had all been killed by Indians or disease.
6
Dancing the
Farandole!
The farandole is a hands-joined musical game of follow the leader. Many sources consider it to be an
ancient French dance, probably descended from Greek labyrinth dances, and various kinds of spiraling
and winding figures are found in many dances from other cultures. The leader is often distinguished in
some way, such as holding a scarf, hat or decorated pole. In more sophisticated versions, the leader
may sing a verse which the others echo, or execute fancy steps which the others must copy.
Formation: line of dancers, hands joined, leader on left end.
Steps: skipping or walking; the leader dances around the available space, creating patterns to
amuse and challenge.
Some Common Patterns:
Spiral:
Is the Farandole Major or Minor?
 Lead the line in a spiral toward the center, then turn over the
left shoulder to lead out of the circle.
Snake:
 Simply dance around the available space, making up
patterns.
Thread the needle:
 Lead the dancers through on or several arches. Note that this
will require the dancers to adjust their hands in order to twist
around under the arch, and there will be interruptions of the
flow.
Play the white keys from C to C. This is a MAJOR scale.
Ball of wool:
 This begins like the spiral. When the center gets fairly tight, a
few (3-4) center dancers stop moving (keep holding hands!),
and this will result in a tightly packed (and very friendly) ball.
When the outside dancers have completely wrapped the line,
the leader ducks down (keep holding hands!) and wiggles out
backwards through the crowd. The line will unwind from the
center, just like a ball of wool.
Now play the white keys from A to A. This is a MINOR scale.
7
José “Pepe” Guízar(1912-1980):
Guadalajara
 Pepe Guízar was born in Guadalajara, the capital of Jalisco.
 He went to law school before he became a composer. He was also an
actor, singer, and pianist.
 He is often referred to as El Pintor Musical de México —“The Musical
Painter of Mexico”.
 He was a folkloric composer and aimed to bring Hispanic music to the
concert halls.
About the Music:
Guízar is best remembered for "Guadalajara," a Mexican standard that paid tribute to his home town of Guadalajara, Jalisco.
Guízar not only wrote about the Mexican state of Jalisco, he wrote about Mexico in general, and his songs really did bring Mexico
to life as effectively as the country's best painters. In Guadalajara (the second largest city in Mexico), an outdoor plaza has been
named after Guízar: La Plaza de los Mariachis (“Mariachi Square”) includes a plaque in honor of Guízar. Over the years,
"Guadalajara" has been recorded countless times, usually by traditional Mexican mariachi and ranchera artists. The song was
even performed by Elvis Presley in the 1963 movie Fun in Acapulco.
México :
 The Mexican flag flew over Texas from 1821 to 1836.
 In 1821, Mexico gained independence from Spain and the region of Texas
became part of Mexico. General Sam Houston and his army of Texans
rebelled against Mexico in 1835. They fought and won independence for
Texas at the Battle of San Jacinto on April 21, 1836.
8
What is
Mariachi?
Mariachi is a genre of folk music that originated in
the 19th century in the Mexican state of Jalisco, in
the town of Cocula. It is a mixture of Spanish,
African, and native traditions and differs from region
to region. Mariachi is also influenced by musical
styles such as the polka and the waltz. The word
“mariachi” can refer to the style of music, the group
of musicians, or just a single musician.
The mariachi ensemble generally
consists of violins, trumpets,
guitars, a vihuela (a high-pitched,
five-string guitar), a guitarrón (a
large acoustic bass guitar), and
occasionally a harp. The
musicians dress in formal charro
suits with wide-brimmed hats.
The term charro refers to
traditional horsemen, or
cowboys, from Mexico. Their
colorful attire typically includes
short jackets and loose pants
adorned with silver studs.
Mariachis in formal charro suits performing (from left to right): the violin, the guitarrón, the trumpet, and the vihuela.
9
June Hershey (lyrics) &
Don Swander (Music):
Deep in the Heart of Texas
 “Deep in the Heart of Texas” is the unofficial state song of Texas.
 The song was first recorded by Perry Como in 1941.
 Many singers have recorded this song including Gene Autry, Ray Charles, and George Strait.
 In the song, “doggies” are cows or longhorns.
Lyrics and Movements:
The stars at night, are big and bright,
(Gesture with your arms to the sky)
(Clap-clap-clap-clap)
deep in the heart of Texas.
(Place your hand over your heart)
Reminds me of, the one I love,
(Point to your head, then your heart)
The cowboys cry, "Ki-yip-pee-yi,"
(Pretend to throw a lasso)
The prairie sky is wide and high,
(Open arms wide)
The coyotes wail, along the trail,
(Pretend to howl)
The doggies bawl, and bawl and bawl,
(Bend at the waist and pretend to be a
longhorn—use your arms as horns)
The sage in bloom is like perfume,
(Pretend to smell a flower)
The rabbits rush, around the brush,
(Hop in place)
Republic of Texas :
 The flag of the Republic of Texas flew from 1836 to 1845.
 The Republic of Texas was created on March 2, 1836. Sam Houston was
elected the first president. The town of Waterloo was chosen to be the
capitol and it was renamed “Austin” in honor of Stephen F. Austin. The
last president of the Republic of Texas, Anson Jones, was elected in
1844. He ruled just one year before Texas joined the United States.
10
Patrick Gilmore (1829-1892):
When Johnny Comes
Marching Home
 Patrick Gilmore was born in Ballygar, Ireland
 He started his music career at age 15 and was a very good cornet player.
 He founded two music festivals in Boston after the Civil War: the National
Peace Jubilee in 1869 and the World's Peace Jubilee and International
Musical Festival in 1872
 He lead the celebration for the dedication of the Statue of Liberty. He also
started the tradition of ringing in the New Year in Times Square, New York.
The Civil War:
The Civil War threatened to split the United States in the early 1860’s. Songs from this period celebrated victories or mourned
defeats; they told of patriotism and hope for freedom. Other songs were for pure enjoyment.
1.
Ask the students what they know about the Civil War.
2.
Discuss the time period (1860-1865) and some of the issues involved (economics, states’ rights, slavery, etc.)
3.
Have the students listen to the introduction about this period in our history and name and briefly discuss any songs of this
era they may already know.
The Confederate :
 The Confederate flag flew over Texas from 1861 to 1865.
 When the Civil War broke out in 1861, the state of Texas decided to join
with the southern Confederate states. The last battle of the Civil War
was fought at Brownsville on May 11, 1865—a month after the formal
surrender of General Lee at Appomattox. Texas was readmitted to the
Union on March 30, 2870.
11
When Johnny Comes
Marching Home
About the Music:
The lyrics to When Johnny Comes Marching Home were written by the Irish-American bandleader Patrick Gilmore while serving in
the Union army during the American Civil War. The tune came from the song, Johnny I Hardly Knew Ye.
Its first sheet music publication was deposited in the Library of Congress on September 26, 1863, with words and music credited
to “Louis Lambert”. It’s not clear why Gilmore wrote under this pseudonym, though it was popular for composers during his time
to use different names.
Lyrics:
When Johnny comes marching home again,
Hurrah! Hurrah!
We'll give him a hearty welcome then
Hurrah! Hurrah!
The men will cheer and the boys will shout
The ladies they will all turn out
And we'll all feel glad when Johnny comes marching home.
The old church bell will peal with joy
Hurrah! Hurrah!
To welcome home our darling boy,
Hurrah! Hurrah!
The village lads and lassies say
With roses they will strew the way,
Get ready for the Jubilee,
Hurrah! Hurrah!
We'll give the hero three times three,
Hurrah! Hurrah!
The laurel wreath is ready now
To place upon his loyal brow
Let love and friendship on that day,
Hurrah, hurrah!
Their choicest pleasures then display,
Hurrah, hurrah!
And let each one perform some part,
To fill with joy the warrior's heart,
12
John Philip Sousa (1854-1932):
The Stars and Stripes Forever
 John Philip Sousa was known as “The March King”.
 He was enlisted in the United States Marine Band when he was only 13
years old.
 He formed his own band, the Sousa Band, in 1892. The band toured the
world from 1892-1931, performing over 15,000 concerts.
About the Music:
The Stars and Stripes Forever is the national march of the United States of America. Sousa wrote that he composed the march on
Christmas Day, 1896. He was on an ocean liner on his way home from a vacation with his wife in Europe. The Stars and Strips
Forever follows the standard American march form. Its trio section is the most famous part of the march. Most bands adopt the
Sousa band one or three (never two) piccolo players play the famous obbligato in the second trio section.
In 1987, Congress declared The Stars and Stripes Forever the National March of the United States. The piece is often played on
the Fourth of July.
United States of America :
 The United States flag flew over Texas from 1845-1861 and 1870present.
 In 1845 Texas became the 28th state of the United States of America.
The US president at the time was James K. Polk. In a special ceremony,
J. Pinckney Henderson became the first governor of the state of Texas.
13
Lyrics:
Let martial note in triumph float
And liberty extend its mighty hand;
A flag appears ‘mid thund’rous cheers,
The banner of the western land.
The emblem of the brave and true
Its folds protect no tyrant crew;
The red and white and starry blue
Is freedom’s shield and hope.
Other nations may deem their flags the best
And cheer them with fervid elation
But the flag of the North and South and West
Is the flag of flags, the flag of freedom’s nation.
Hurrah for the flag of the free!
May it wave as our standard forever,
The gem of the land and the sea,
The banner of the right.
Let despots remember the day
When our fathers with mighty endeavor
Proclaimed as they marched to the fray
That by their might and by their right
It waves forever!
Let eagle shriek from lofty peak
The never-ending watchword of our land;
Let summer breeze waft through the trees
The echo of the chorus grand.
Sing out for liberty and light,
Sing out for freedom and right;
Sing out for the Union and its might,
Oh patriotic sons.
Other nations may deem their flags the best
And cheer them with fervent elation
But the flag of the North and South and West
Is the flag of flags, the flag of freedom’s nation.
Hurrah for the flag of the free!
May it wave as our standard forever,
The gem of the land and the sea,
The banner of the right.
Let despots remember the day
When our fathers with mighty endeavor
Proclaimed as they marched to the fray
That by their might and by their right
It waves forever!
14
STRINGS
The string family is the largest section of the orchestra. String
instruments are all made of wood. The bodies of the string
instruments are hollow inside to allow sound to vibrate within
them. The strings on the instrument are most often made of nylon
and steel, and are played by drawing a bow across them.
Sometimes string players use their fingers to pluck the strings.
The VIOLIN is the smallest of the string instruments and can play
the highest notes. You play the violin by resting it between your
chin and left shoulder. Then you press down on the strings with
your left hand to change the pitch, while your right hand moves the
bow or plucks the strings.
The VIOLA is slightly larger than the violin and plays lower notes.
The strings on a viola are also thicker. You play the viola the same
way you do the violin.
The CELLO is much larger than the violin and the viola. You play it
sitting down with the body of the cello between your knees and the
neck of the instrument on your left shoulder. The body of the cello
rests on the ground and is supported by a metal peg.
The DOUBLE BASS is the largest string instrument and plays the
lowest notes. This instrument is so large that you have to stand up
or sit on a tall stool to play it. Like the cello, the body of the
instrument stands on the ground and is supported by a metal peg.
15
WOODWINDS
Woodwind instruments produce sound when players blow air into
them. All of these instruments were originally made out of wood,
which is why they are called woodwinds! Today, they are made of
wood, metal, plastic or some combination.
The FLUTE is made of metals such as silver, gold, or platinum. You
play the flute by holding it sideways with both hands and blowing
across a hole in the mouthpiece. You change notes by pressing
down on round, metal buttons called keys.
The OBOE makes sound when the player blows air through a
mouthpiece containing two cut pieces of bamboo that have been
tied together called a double reed. You play the oboe by holding it
upright and pressing down on the keys to change the pitch. The
first oboist is also responsible for tuning the whole orchestra before
each concert.
The CLARINET looks a lot like the oboe, except for the mouthpiece,
which uses a single reed. You play the clarinet as you do an oboe, by
holding it upright, blowing through the reed, and using your fingers
to press the keys and change the pitch.
The BASSOON is the largest of the woodwind instruments. Like
the oboe, the bassoon uses a double reed. You play the bassoon by
holding it upright and blowing through the double reed. The air
travels down a long pipe, then makes a U-turn, and goes out the top.
16
BRASS
Brass instruments got their name because they are made of brass!
This family of instruments plays louder than any other in the
orchestra. Brass instruments are long tubes that are bent into
different shapes and widen and flare out at the end.
The TRUMPET is the smallest brass instrument and can play the
highest notes of all the brass instruments. You play the trumpet by
holding it horizontally, buzzing your lips into the mouthpiece, and
pressing down the valves to change the pitch.
The HORN is a very long tube that is twisted and curled into an
instrument about one foot wide. If you untwisted the tube, it would
be 18 feet long! You play the horn by holding it with the bell
curving downward and buzzing into the mouthpiece. Your left
hand plays three valves. You can change the type of sound by the
way you place your right hand in the bell.
The TROMBONE is the only brass instrument that does not use
valves. Instead, the player moves a curved tube, called a slide, back
and forth in order to change notes. You play the trombone by
holding it horizontally, buzzing into the mouthpiece, and using your
right hand to push or pull the slide.
The TUBA is the largest and lowest sounding instrument in the
brass section. If you uncoiled it, it would be 35 feet long! You play
the tuba sitting down with the instrument on your lap and the bell
facing up. The you blow and buzz into the mouthpiece and use your
hand to press down on the valves which changes the sound.
17
PERCUSSION
Percussion instruments include any instrument that makes a
sound when it is hit, shaken, or scraped.
One of the most commonly used percussion
instruments is the TIMPANI. They are also called
kettledrums. Timpani are big copper pots with
drumheads made of calfskin or plastic stretched
over the top. The timpani are played by striking the
covering with padded sticks called mallets. Timpani
are tuned instruments, which means they can play
different notes.
Other percussion instruments that are struck by a
mallet or stick are the SNARE DRUM, BASS DRUM,
TRIANGLE, XYLOPHONE, GONG, and CHIMES.
A few other percussion instruments are CYMBALS,
CASTANETS, MARACAS, and TAMBOURINE.
The PIANO is also considered a percussion instrument.
You make sound on the piano by pressing down on a
key with your finger, which lifts a hammer inside the
piano that then strikes a steel string.
18
BEFORE, DURING, AND
AFTER THE CONCERT
Before the concert:
 After reviewing the instruments of the orchestra, ask students to draw a picture of their favorite instrument.
 Ask students to draw a picture of an original, made-up instrument. It can be a new string, wind, brass, or percussion
instrument. The only restriction is that it must be clear in the drawing how the instrument is to be played.
 Have students draw pictures to illustrate the different pieces of music from the program.
 Practice special audience member skills. Ask students to practice maintaining complete silence for one minute. Before the
minute of silence begins, tell students they will be listening for any sound they hear—sounds might include birds, kids laughing,
a car passing by, or the ticking of the clock. After the minute of silence is over, ask students to draw a picture of what they
heard.
During the Concert:

ALWAYS remain quiet during a performance. It’s impolite to talk
while the music is being performed.

BE attentive and give the performers your attention.

Be CONSIDERATE of others.


ENTER and EXIT in a quiet and organized fashion.


DO not leave early, please.
Expect a FANTASTIC performance!
GIVE applause when the conductor enters and in between pieces.
Whistling, yelling, or screaming are not appropriate.

After the concert:
 Have your students write a letter to the conductor and musicians
telling them what they thought of the concert! (Letters may be
sent to: Fort Worth Symphony Education, 330 E. 4th Street,
Suite 200, Fort Worth, TX 76102.)
 As a class project, create a poster describing the experience of
attending a symphony performance. Have each student contribute
their own adjective or memory of the performance.
19
HAVE a great time!

Six Flags over Texas - Fort Worth Symphony Orchestra

Transcription

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