VIENNA BOYS CHOIR: SMILEEducator Resource Guide

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Dear Educator –We are excited to welcome you to the 2016-17 Season, filled with engaging artistic and educational opportunities for you and your students. Join us as we celebrate the voices of community and culture that have the power to unite us all. As part of The Boldt Company Beyond the Stage Education Program, this resource guide will provide you with lesson ideas to prepare your students for the upcoming performance. Please feel free to adapt any of the activities in this guide to make them appropriate and meaningful to your students.

Your students will enjoy witnessing a group of talented young peers from Austria in a performance full of joyful music. The Vienna Boys Choir has a long, rich history of providing quality entertainment and this show is full of fun, celebratory energy that is contagious. This performance will provide insight into the teamwork and dedication it requires to create a beautiful sound.

We look forward to recognizing each unique voice and providing a platform for expression through the arts. From lesson ideas and professional development workshops to backstage tours, allow us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or educationsales@foxcitiespac.com.

VIENNA BOYS CHOIR: SMILE

Thursday, February 23, 201712:30 p.m.

Run Time: Approx. 60 minutesGrades: 2-12

INSIDE THIS GUIDEWelcome 3 Discover the Arts 7

Standards 4 In the Spotlight 9

About 5 Resource Room 16

Lesson Plans 6

WELCOME TO THE FOX CITIES P.A.C.We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance!

•Important things to remember: •Student backpacks, gum, drinks and food are not allowed in the theater.•Cell phones should be turned off and stowed. •Note that recording or taking photos in the theater is strictly prohibited; however, photos may be taken in the lobby. •It’s a long way down – please do not drop items off balconies.

This study guide was created for you by the Education Team as a part of The Boldt Company Beyond the Stage Education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com/educators

Questions about your show reservation? Contact our education sales team at educationsales@foxcitiespac.comor call (920) 730-3726.

ENJOY THE SHOW!

INFORMATION FOR TEACHERS

Be prepared to arrive early – You should plan on arriving to the Center 30 minutes before the show. Allow for travel time, parking and trips to the restroom.

Know your needs – To best serve the needs of you and your students, please indicate in advance if you have individuals who require special services or seating needs upon making your reservation.

Seating – Seating is based on a number of factors including when the reservation is made, size of group, students’ ages and any special seating needs.

•The furthest seat from the Thrivent Financial Hall stage is 108 feet away.

•The interior ceiling over the main floor seating in Thrivent Financial Hall soars an impressive 60 feet above.

•You should never whistle backstage. Historically, stage cues were communicated with whistles and a whistle could cue a scene change.

DID YOU KNOW?

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WISCONSIN ACADEMIC STANDARDSTo assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

SOCIAL STUDIESGEOGRAPHY: Students in Wisconsin will learn about geography through the study of the relationships among people, places and environments.

BEHAVIORAL SCIENCES: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

MUSIC ANALYSIS: Students in Wisconsin will analyze and describe music.

THE ARTS: Students in Wisconsin will relate music to the other arts and disciplines outside the arts.

HISTORY AND CULTURE: Students in Wisconsin will relate music to history and culture.

THEATER PLAY READING AND ANALYSIS: Students in Wisconsin will attend live theater and read plays, be able to analyze and evaluate the play and articulate (create meaning from) the play’s message for individuals and society.

RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.

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ABOUT THE CHOIRThe Vienna Boys Choir, renowned as one of the finest vocal ensembles in the world for over 5 centuries, is a frequent visitor to North America, performing throughout the country in everything from houses of worship to great concert venues like New York’s Carnegie Hall and Chicago’s Symphony Hall. The enormously popular chorus is actually comprised of four separate ensembles of 23 - 26 boys each, totaling 100 choristers at the Vienna Boys Choir's school at any given time - all of them between the ages of 10 and 14. The four choirs are of equal standing, and the Vienna Boys Choir's tours, concerts in Vienna and audio and video recording projects are shared among them. Each choir has a choirmaster and two tutors who travel with the boys.

The Vienna Boys Choir can trace its history as far back as the 13th century but it was formally established at Vienna's Imperial Chapel in 1498 by Holy Roman Emperor Maximilian I. The many incarnations of the group have been performing continuously ever since. The modern Vienna Boys Choir represents quite a departure from the composition of the original medieval choir of six boys. Today's Vienna Boys Choir is comprised of talented young singers from all over the world who are admitted by audition. Approximately eleven weeks of the school year are devoted to touring, and each choir member sings about 80 concerts a year. Many of the boys have siblings, fathers, uncles and even grandfathers who have also been members of the choir.

The choir maintains its own schools. Almost 400 children and teenagers between the ages of 3 and 18 study and rehearse at Augartenpalais, a baroque palace and former imperial hunting lodge in Vienna. Beginning with kindergarten, run in cooperation with the city of Vienna, boys and girls are provided with an all-round education. At age ten, the most talented boys are selected to join the choir and enter the choir’s grammar school. All boys are assigned to one of the touring choirs. Academic lessons are taught in small groups. The school offers extracurricular activities ranging from all kinds of sports to attending a wide range of concerts, operas, plays, musicals and movies. The choristers are also encouraged to create their own projects; some form their own bands, others create short skits or films. All choir boys live in the choir’s well-appointed boarding school, with two to three boys sharing a room.

In 2010, the choir launched its new senior high school for boys and girls. The unique curriculum for years 8 to 12 was developed in conjunction with the Universities of Music in Vienna and in Salzburg; it is designed to help young singers find their voice and discover and develop their talents, and to prepare young singers for university and for a career in music.

Most students retain a lifelong commitment to the Arts. Roughly a quarter of the school’s alumni go on to become professional musicians, conductors, singers or instrumentalists. Almost all continue to sing. There are two male voice ensembles made up entirely of former choristers, the Chorus Viennensis and the Imperial Chapel’s Schola Cantorum, who specializes in Gregorian chant.

ABOUT THE SHOWCelebrated worldwide, the Vienna Boys Choir is recognized for their celestial voices, rapturous harmonies, pure tone, appealing demeanor and wide-ranging repertoire spanning centuries. “Smile” includes joyful music that brings about this youthful choir’s fun, celebratory style, which is sure to put a smile on your face.

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

LESSON ONE: VIENNA, AUSTRIA OBJECTIVE: Students will explore the country that serves as home for the boys in the choir.

MATERIALS PaperWriting utensils Internet

OPENING DISCUSSION With students, look at a map of Europe and locate Austria. Discuss what students know about the country. Then share with students that Austria is a landlocked country of approximately 8.5 million inhabitants in Central Europe. It is bordered by the Czech Republic and Germany to the north, Slovakia and Hungary to the East, Slovenia and Italy to the south, and Switzerland and Liechtenstein to the west.

WARM UP • Explain to students that Austria has been the inspiration for many people. Several famous authors,

composers and actors have called the country home. The countryside has served as inspiration and their food has satisfied many a hungry traveler.

• There are many facets of the culture that are interesting and different from our own. Working as teams, have students pick one cultural component of Austria to explore:

• Food • Dress• Language • Etiquette

• Once students have compiled information on their selected topics provide each team with several blank pieces of paper.

• Instruct each group to write five true or false questions about their cultural component. Once they have written their questions have them submit their questions to the lead teacher.

• Gather students on one side of the room and read each statement aloud. If students believe the statement about Austria to be true, have them cross the room. If they believe it is false, have them remain.

DID YOU KNOW?Vienna is the capital and largest city of Austria. With a population of about 1.8 million, Vienna is Austria’s largest city and is home to nearly one third of the country’s population. The city is known both as the “city of dreams” and the “city of music” making it a large tourist attraction. The name “city of dreams” comes from one of its more famous residents Sigmund Freud who was the world’s first psycho-analyst and was born in Vienna.

Composers such as Strauss I, Strauss II, Schubert, Mozart, Haydn, Beethoven, Mahler and Brahms all created famous musical scores while residing in Vienna. Even today, music still flows out open windows into the streets from a major music university located within the city. Vienna is the undisputed cultural center of Austria and one of the world’s capitals of music. It is not wonder that the title “city of music” is also one of the alternative names.

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ACTIVITY• Culinary traditions are ones that can define a country. The food of Austria dates back to Austro-

Hungarian Empire and has many influences from Italy, Germany and Hungary. Austrian cuisine is most often associated with Viennese cuisine, but there are significant regional variations.

• As a class research some of the culinary traditions of Austria and also the culinary traditions of America.

• Share with students that they will each draft a letter to a member of the Vienna Boys Choir sharing about what they enjoy doing and eating in America. Encourage students to provide suggestions of places to see and visit in their home state and town.

• Once students have finalized their letters, ask for volunteers to share what they wrote.

CLOSING DISCUSSION If you could learn something about Austria from members of the choir, what would you most like to learn about? Did you know that several of the boys who sing in the choir are not from Austria? They come from all over the world (including the United States!) to sing and tour with the choir.

One can explore Vienna through the steps of the famous composers who lived and worked there. Mozart believed it as “for my career the best place in the world.” Many have called the capital of Austria home for certain periods in their lives including some of the great names in the classical world. Beethoven, Haydn, Schubert, Schumann, Brahms and of course the child prodigy Mozart.

Joseph Haydn ‘s (1732-1809) music transcends language and other barriers. His reputation was such that Mozart dedicated six string quartets to him; Beethoven came all the way from Germany to take lessons from him. Haydn’s greatest admirers, Wolfgang Amadeus Mozart (1756-1791) moved to Vienna to perform and compose. Here he penned his most famous operas, such as “The Marriage of Figaro,” “Don Giovanni” and “Die Zauberflöte.”

“Perhaps heaven will permit me not have to give up Vienna as my permanent abode,” wrote Ludwig van Beethoven (1770-1827). He loved the city and lived in 69 various places during his thirty-five years in Vienna. His oeuvre – written almost exclusively in Vienna – includes symphonies, chamber music, concertos and one opera “Fidelio.” Johannes Brahms (1833-1897) was born in Northern Germany and chose Vienna to pursue his musical ambitions. He was, by his own admission, somewhat envious of Johann Strauss (son) and bowed to the genius of Vienna’s undisputed Waltz King. Johann Strauss (Father) had already written his famous “Radetzky March” and his brothers Josef and Eduard had also contributed to the style of music that became known as Viennese.

Gustav Mahler (1860-1911) did not achieve world recognition until after his death, but held the coveted post of artistic director of the Wiener Staatsoper (The Vienna State Opera House) for ten seasons.

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LESSON TWO: VIENNESE WALTZ OBJECTIVE: Students will explore the Viennese Waltz and its development in Austria.

MATERIALS “Edelweiss” from The Sound of Music “Emperor Waltz” by Johann Strauss Open space

OPENING DISCUSSION The Viennese Waltz is the oldest of current ballroom dances. It emerged in the second half of the 18th

century and what had begun as an Austrian peasant dance became accepted by high society. However popular the waltz, opposition was not lacking. Dancing masters critiqued the waltz as a threat to the profession. Basic waltz steps could be learned in a relatively short time, whereas the steps of the minuet or other court dances required considerable practice. Today we are going to explore the waltz and see how it became a symbol of Vienna!

WARM UP • Review the map of Europe with students and locate the Germanic countries of Austria and

Switzerland. • Discuss the country, surrounding areas and key events that occurred in the country. • Play an example of Johann Strauss’ “Emperor Waltz” and instruct students to listen closely to the

music. (https://www.youtube.com/watch?v=LAVvBF7m260) • Explain that this is a classical waltz written by Johann Strass who is known as the “Waltz King.”

DID YOU KNOW?Choral music can be tracked back to the Medieval period (1000-1450) during which time music notation was developed. Before this time, music was taught orally and not recorded with written notes. During the Medieval period, church music developed from single-line chants to polyphony (multiple voices singing multiple notes). The Renaissance era (1450-1600) marked the rebirth and rediscovery of knowledge and literature. Choral music reached its peak during this time as music was not only be written in massive quantities for the church, but secular music written for singers to perform.

1600-1750 was an era referred to as “Baroque” which originally was not a complimentary term when it was applied to the arts. Critics thought the new style of the era was irregular and over ornamented. Opera took off during this time period and music became more instrumentally driven with vocal styles becoming more elaborate and stylized. The Classical Era (1750-1820) was the shortest era of music and was dominated by the great Austrian composers Haydn, Mozart and Beethoven. With an overlap into the Classical Era, the Romantic Era (1810-1910) provided music that was emotionally intense and the rise of symphonic and academic choruses added to the popularity of vocal music.

Currently we are in the Modern Era (1900 – present) which is an era of innovation, exploration and rebellion against the conventions of the past.

Source: www.pacificchorale.org

9

The Vienna Boys Choir is one of the oldest and most famous youth choirs in existence. With origins extending back to the late 15th century, the choir has celebrated 518 anniversaries and has a strong history woven into that of its home city. Known as Die Wiener Sängerknaben the choir was founded under the acquisitive eye of the Habsburg Emperor Maximilian I to sing at his Imperial Court. To be considered for the choir, boys had to be between the ages of 10 and 14 and were required to possess a strong soprano or alto voice. Once accepted into the choir, they would sing at church services and imperial banquets.

When the Austro-Hungarian Empire broke down in 1918, the choir was disbanded until the mid-1920s. Today the choir has achieved world fame, but the life of a modern choirboy is far from easy. Auditions are challenging and only a few boys are accepted each year. Rehearsals are held six days a week and take up two hours a day following schoolwork. Choristers live in the former Imperial palace at Augarten, which features a skating rink and swimming pool, and summer sees them sent to a school in the Tyrolean Alps. Although the boys live apart from their families, they enjoy the fact that they are able to do what they love.

• Next play Johann Strauss’ “Emperor Waltz” sung by the Vienna Boys’ Choir. (www.youtube.com/watch?v=_CAsC4T3Qqs)

• Waltzes were not created solely as a beautiful score, but were mean to be danced to.

ACTIVITY• Gather students in a large circle where the leads (usually men) should stand with the right shoulder

toward the center of the circle. • The follows (partners), should face the leads with their left should toward the center of the circle. • Have students practice the steps (listed on p. 10) facing one another, without actually touching. • Walk through the three main steps with students and practice until they are comfortable. • Pair students and instruct the lead to place right arm slightly below the follow’s left shoulder blade.

The lead’s left arm should be kept firm and lifted at 90 degree angle.• The follow’s left arm should rest gently on the lead’s upper arm with fingers on the lead’s right

shoulder. The follow’s right hand should rest in the palm of the Lead’s left hand. • Instruct each pair to focus their eyes of his/her partner’s right shoulder. Remind students to not

dance toe to toe, but instead be slightly off, putting their right foot between each other’s feet. • Have students work through their routines again as partners. • Once students are comfortable, add the accompaniment of music to their routines.

• Edelweiss from The Sound of Music: www.youtube.com/watch?v=81Vzxng5iNA

CLOSING DISCUSSION – What do you think of this style of dance? How did you need to work together as a team to create it?

Basic Viennese Waltz Steps

The Box Step: This pattern resembles a box in which the partners perform opposite movements. When the lead moves forward the follow moves backward.

The Under Arm Turn: Lead raises left hand in the air, which is the cue for the follow to turn underneath. The follow takes six walking steps in a small circle returning to the original spot by the sixth step.

Progressive Waltz Step: The lead goes forward on counts 1 and 4 performing the box step in place after each forward step.

Count Lead’s Part Follow’s Part

1 Left foot forward Right foot back

2 Right foot forward Left foot side

3 Left foot close Right foot close

4 Right foot back Left foot forward

5 Left foot side Right foot side

6 Right foot close Left foot close

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LESSON THREE: THE VIENNA FOUR OBJECTIVE: Students will explore the music of four Viennese composers and their influence on classical music.

MATERIALS ComputerSpeakers Paper and writing utensils

OPENING DISCUSSION Four composers are known for their connection to Vienna. All four also are familiar names on several of the top lists of famous contributors to the world of classical music. Haydn, Mozart, Beethoven and Shubert – who worked in Vienna during the 75 years from 1750 to 1825 - wrote some of the most prolific pieces of all time. Today we are going to explore these four men and their contribution the world of classical music.

WARM UP • These four Viennese composers fall under a title referred to as the First Viennese School. The

country of Austria is extremely proud of their work and they are recognized throughout the city of Vienna.

• As a class watch a video on the sights and sounds of Vienna. (www.youtube.com/watch?v=_abBdB53-SM)

DID YOU KNOW?Daily singing. Summers in the Alps. Living in a palace. Sounds like quite the adventure, right? For the boys that makeup the Vienna Boys Choir this is what every day is like. For the 100 young men who make up the four Vienna Boy’s Choirs rise each day at 6:45 a.m. and start school at 7:30 a.m. Their school day includes time for choir practice, homework, recreation and ends 10.5 hours later with lights out at 9:30 p.m.

The boys insist that their schedule really isn’t that rigorous and state they still have time for fun in the evenings and during breaks. They also enjoy being able to spend a good amount of time on music – something they all love. All the boys live together at the Augarten Palace which was built in 1692 for Zacharias Leeb, a merchant and city councilor. After several residents living in the palace over the years, the government gave it to the Vienna Boys’ Choir who renovated it and developed it into their home and school.

Despite extensive damage suffered during World War II, the palace has been maintained almost in its original appearance, and many of the original

furnishings can still be found there

• Throughout the video we could see memorials to the composers.

• What are other ways we can commemorate people who have greatly influenced music?

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ACTIVITY• One way we can remember influential composers is to perform the compositions. Several of the

Vienna Boys Choir ensembles are named after these men and often sing their compositions. • Share that today as a class we will listen, compare and contrast the composer’s music. • Pass out blank sheets of paper to each student and have them divide the paper into a grid of four

squares. Label the columns Haydn, Beethoven, Mozart and Schubert. • Instruct students to write down words that come to mind while listening to the pieces.

• Begin by playing examples of Haydn:• Haydn’s “Surprise” (Symphony no. 94) www.youtube.com/watch?v=tF5kr251BRs• Haydn’s Sanctus “Imperial Mass” www.youtube.com/watch?v=O6zQ03jkZb4

• Please note this example is sung by The Salt Lake Children’s Choir • Mozart:

• Mozart’s “The Marriage of Figaro” www.youtube.com/watch?v=8OZCyp-LcGw• Mozart’s “Coronation Mass” www.youtube.com/watch?v=4Wq_z8Br5S0&list=RD4Wq_z8Br5S0#t=24

• Beethoven: • Beethoven’s “Kyrie” from Mass in C www.youtube.com/watch?v=I5qDFbOxPng• Beethoven’s Symphony No. 5 www.youtube.com/watch?v=6z4KK7RWjmk

• Schubert • Schubert’s Piano Sonata in A minor, D. 784, Op 143

www.youtube.com/watch?v=GSyu4H1GGoo• Schubert's ”Ave Maria” www.youtube.com/watch?v=VMu5usQXRJE

• Each of these composers we just listened to has a unique sound to their compositions. Share some of the words that you listed in each column with a person sitting next to you.

• Ask students to share their favorite composer out of the four they listened to. Then assign a research writing assignment in which students explore and learn more about their chosen composers’ history.

CLOSING DISCUSSION What was something of interest that you learned about the composer you chose to research? In sharing with your classmates, did you find any similarities between the composers? What about differences?

Beethoven(1770-1827)

Mozart (1756-1791)

Schubert (1797-1828)

Haydn(1732-1809)

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LESSON FOUR: THE MUSIC OF EMOTION OBJECTIVE: Students will look to music and its ability to inspire emotion.

MATERIALS Speakers Internet

OPENING DISCUSSION Famous singers and composers have sung and worked with the Vienna Boys Choir over the years, including Wolfgang Amadeus Mozart, Anton Bruckner and Joseph Haydn. Franz Schubert was himself a Vienna Boys chorister.

WARM UP • When a piece of music is playing, there are several things we can be listening for. To help students

understand what to listen for, write on the board: melody, meter, tempo, dynamics, timbre and harmony.

• Have students volunteer information on what they know about these words and share with the class. Teach students the following definitions:

• Meter: is the part of music you can tap your foot to. You will usually find that the main pulses fit into groups of twos, threes or fours.

• Tempo: This is the speed of music. The speed may vary from very slow to very fast. • Dynamics: This refers to how loudly or softly the music should be played. Sometimes

dynamics change abruptly, sometimes gradually. • Timbre: the specific kind of sound each instrument (including voices) make. Such as a flute

sounds different from a violin, even though it may be playing the same note. • Harmony: Underneath the melody are clusters of notes called chords, each of which sound

different.

DID YOU KNOW?The sound of every person’s singing voice is entirely unique not only because the actual shape and size of an individual’s vocal chords, but also due to the size and shape of the person’s body. Humans have vocal folds which can loosen, tighten or change thickness over which breath can be pushed out at varying pressures. Sound also resonates within different parts of the body and even a person’s bone structure can have an affect on the sound!

Human voices have been categorized into four parts SATB. The letters stand for soprano, alto, tenor and bass (pronounced the same as “base”). Female voices cover the soprano and alto parts, while male voices cover the tenor and bass.

The Vienna Boys Choir is made up of choirboys who have not yet began puberty so they retain their more highly pitched childhood voice type. Their vocal part is referred to as a treble (often termed boy sopranos) although some will sing in the alto range. Older male voices singing tenor and bass will round out the sound as well. The boys are allowed to sing in the choir until their voices change.

Source: www.Wikipedia.com

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ACTIVITY• Play one of Mozart’s pieces for students and ask students to listen closely. After the music has

played for a little while, stop the music and ask students to share what it makes them think of? How does the music make them feel? After a short discussion, being the music again. The pause and reflect. Below are some suggestions for pieces:

• The Magic Flute “Queen of the Night Aria” (www.youtube.com/watch?v=OP9SX7V14Z4)• “Lacrimosa” (www.youtube.com/watch?v=k1-TrAvp_xs)• “Eine Kleine Nachtmusic” 1. Allegro (www.youtube.com/watch?v=Qb_jQBgzU-I)

• Share with students that they were listening to the composer Wolfgang Amadeus Mozart, one of the most creative composers and one who was from Vienna. He was considered a child prodigy and composed some of the greatest classical pieces that are still loved and valued today.

• Music makes connections between our heads and our hearts. Explain to students that these two domains work together and often, they can influence our psychomotor or physical state. Such as when music makes our heartbeat accelerate, or gives us goose bumps or makes us teary eyed.

• Explain to students that they are going to explore what musical characteristics stir emotions as you listen to four pieces of music.

• Pass out a piece of paper and have the students divide the paper into two columns. Instruct students: above column one, write “affective” this describes the emotions the piece brings out in you. Above the second column, write “cognitive” to note what you heard in the music that made you react in that way.

• The first piece “Oh, Danny Boy” is a traditional Irish song sung a cappella (without musical accompaniment).

• The second piece Mozart’s Piano Concerto No. 21 mvt. II • The third, “The People United Will Never Be Defeated” a Chilean song of solidarity • The fourth “Amazing Grace” sung by the Vienna Boys Choir.

• For each piece, have students write down a word or two in each column as they listen. • Following the pieces, as a class discuss the pieces and the emotions that were behind them. • How did dynamics, timbre, tempo or harmony add emotion to these pieces? Instruct

students to turn to the person next to them and discuss. Share feedback and thoughts as a class.

CLOSING DISUCSSION Today, we have explored how music has the ability to stir up emotions in people. With the title “Smile” what emotions do you think the Vienna Boys Choir performance is hoping to inspire?

“Oh Danny Boy”: www.youtube.com/watch?v=2K3n-27LK9kPiano Concerto No. 21: www.youtube.com/watch?v=FZNt3ESnf8Q

“The People United Will Never Be Defeated”: www.youtube.com/watch?v=Hhhk4oj6nWk“Amazing Grace”: www.youtube.com/watch?v=zsXPdrJZC6E

Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• How was the Viennese culture represented in this performance?

•What was your favorite piece in the performance?

•Which moment do you remember most from the performance? What was happening?

•What made you “smile” in this performance? How did the music influence how you were feeling?

•Describe the music you heard. How was it similar or different to other choral performances you have attended?

•Describe how the performers used their bodies. How did they stand while they were singing?

•If you were going to tell a friend about the performance, how would you describe it in one sentence?

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

BOOKS “Oh Vienna! A Kids Guide to Vienna Austria” by Penelope Dyan“Beethoven for Kids” by Helen Bauer “Mozart: A Life” by Paul Johnson

DOCUMENTARIES Silk Road (2008)Bridging the Gap (2014)

WEBSITES

Vienna Boys Choir website www.wienersaengerknaben.at/_1

www.inmoszartsfootsteps.com

Arts Edge – free digital resource for teaching and learning, in through and about the arts www.artsedge.kennedy-center.org

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

THANK YOU TO OUR SERIES SPONSORS FOR MAKING THIS PERFORMANCE POSSIBLE!

Our sponsors love to hear from you! Mail or drop off cards, letters or pictures to the Center and we will share with them.

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Appleton, WI 54911

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