young person guia benjamin briten
TRANSCRIPT
-
7/29/2019 Young Person Guia Benjamin Briten
1/34
Young Persons GuideTo the
Orchestra
Tiny Tots & Prime Time Concerts
Fotosearch and OrSymphony.org
-
7/29/2019 Young Person Guia Benjamin Briten
2/34
Young Persons Guide to the Orchestra
About the composer: Benjamin Britten
Born in Suffolk, England, 1913. Died 1976
Began composing as a child
Studied piano and viola, as an adult he only played piano, but
the viola was significant in his compositions
Wrote in various musical genres such as orchestral, choral, solo
vocal, opera, chamber and instrumental, as well as film music
Took great interest in writing music for child and amateur
performers
wikipedia.com OrSymphony.org
About the music: Young Persons Guide to the Orchestra
One of the best-known pieces by Benjamin Britten
Written in 1946, subtitled Variations and Fugue on a Theme of
Purcell referring to the composer Henry Purcell, a 17th century
English composer of secular and sacred music.
The work is based on the Rondeau fromAbdelazar, written by
Henry Purcell (1659-1695)
The Guide was composed for a documentary film as a way of
showing the tone colors and capacities of the various sections of
the orchestra
It showcases each orchestral instrument family. Each family
(String, Woodwind, Brass, Percussion) demonstrates its uniqueness
by utilizing a variety of solo instruments, as well as the
instruments of each family playing together.
The form or structure of the iece is theme and variations
-
7/29/2019 Young Person Guia Benjamin Briten
3/34
Young Persons Guide to the Orchestra
THE SCRIPT
The composer has written this piece of music specifically to introduce you to theinstruments of the orchestra. There are four teams of players: STRINGS,
WOODWIND, BRASS, and PERCUSSION. Each of these four teams uses instruments
that have a family likeness. They make roughly the same kind of sound in the same way.
The STRINGS are played with a bow or plucked with the fingers. The WOODWINDSare blown by the breath. The BRASS are blown, too. The PERCUSSION are struck.
First you will hear a theme by the great English composer, Henry Purcell, played by the
whole orchestra and by each one of the four groups of instruments. Theme A (Full
Orchestra)
The WOODWIND are superior versions of the penny-whistle. They are usually made of
wood. Theme B (Woodwind)
The first BRASS instruments were trumpets and hunting-horns. The instruments youhear today are their modern descendants. Theme C (Brass)
The STRINGS, large and small, are scraped with a bow or plucked with the fingers.
Their cousin the Harp is always plucked. Theme D (Strings)
The PERCUSSION group includes drums, gongs, tambourines and anything else you
strike or hit to produce the sound. When you have heard them, the whole orchestra willplay the melody again. Theme E (Percussion)
Theme F (Full Orchestra)
Now let us hear each instrument play a variation of its own. The highest of the
Woodwind theme is the clear, sweet voice of the FLUTE, with its shrill little brother, the
PICCOLO. Variation A
OBOES have a gentle, plaintive quality, but they can also be forceful if called for by the
composer. Variation B
CLARINETS are very agile. They make a beautifully smooth, mellow sound.
Variation C
BASSOONS are the largest of the Woodwind team, so they have the deepest voices.Variation D
-
7/29/2019 Young Person Guia Benjamin Briten
4/34
Young Persons Guide to the Orchestra
THE SCRIPT (continued)
The highest voices in the String family are the VIOLINS. They play in two groups First Violin and Second Violin. Variation E
VIOLAS are a bit larger than violins, and so are deeper in tone. Variation F
CELLOS sing with splendid richness and warmth. Listen to this fine sound!
Variation G
The DOUBLEBASSES are the grandfathers of the String family, with heavy grumbling
voices. Variation H
The HARP has forty-seven strings, and seven foot-pedals to alter the pitch of its strings.
Variation I
The Brass family begins with the HORNS. These are made from brass tubing coiled in acircle. Variation J
I expect you all know the sound of TRUMPETS. Variation K
The TROMBONES have heavy brassy voices. The BRASS TUBA is heavier still.
Variation L
There is an enormous number of PERCUSSION instruments. We can't play them all, buthere are the most familiar ones. First the KETTLE DRUMS, often called TIMPANI.
Variation M
The BASS DRUM and CYMBALS
The TAMBOURINE and TRIANGLEThe SIDE DRUM and CHINESE BLOCK
The XYLOPHONE
The CASTANETS and GONGand before they all play together, the WHIP.
We have taken the whole Orchestra to pieces. Now let us put it together as a Fugue. Theinstruments come in one after another, in the same order as before - beginning with the
Piccolo. At the end, the Brass will play Henry Purcell's fine melody, while the others go
on playing Benjamin Britten's Fugue.
Britten Orchestral Anthology, Volume 1, Boosey & Hawkes, The Masterworks Library
-
7/29/2019 Young Person Guia Benjamin Briten
5/34
Young Persons Guide to the Orchestra
The Young Persons Guide to the Orchestra
Tiny Tots
LEVEL: Pre-Kindergarten
National Standards for Pre-Kindergarten: 3, 4Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 4.1
OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while
identifying and applying the elements of music.
MATERIALS:
Recording ofYoung Persons Guide to the Orchestra
Pictures of instrument families of the orchestra (provided)
Pictures of the individual instruments of the orchestra (provided)
Seating for Orchestrapicture example (provided)
Suggested Book List (provided)
Recordings of other examples of orchestra music
Materials for making an Instrument Book pictures of instruments, paper, glue sticks,washable markers, crayons, colored pencils
Instrument Bingo Template (provided) student copies
Instrument Bingo instrument pictures sheets (provided)
Some sort of markers for covering Bingo boxes
-
7/29/2019 Young Person Guia Benjamin Briten
6/34
Young Persons Guide to the Orchestra
This is the A section of the Rondeau:
rpo.org
LESSON:
1. Play only the opening phrase (A section above) ofYoung Persons Guide to
the Orchestra played by full orchestra. While the music plays, have studentslightly pat the steady beat on their laps.
2. Listen again and have students describe what they hear. Encourage discussion
on what group is playing (orchestra), speed of the beat, whether the notes movequickly or slowly, and whether it is loud or soft.
3. Play the music again and allow the students to stand and move to the music.(improvise movement)
4. Standing in a class circle, instruct the students to follow the movement sequence
below.
-
7/29/2019 Young Person Guia Benjamin Briten
7/34
Young Persons Guide to the Orchestra
Tiny Tots Circle Movement Sequence to
A section of Rondeau
Measure number Beat number and movement
1 touch toes
2 touch knees
3 touch waist
1 touch shoulders, begin raising hands to ceiling
2 hands/arms should be fully extended overhead, then lower
3 bring hands to thighs
in a scooping motion, lift left hand/arm from thigh reaching out andback in to land on left thigh
repeat scooping motion with right hand/arm
repeat measure 4
repeat measure 5
1 step left foot forward
2 step right foot forward
3 step left foot back
1 step right foot back
2 turn around
3 - bow
-
7/29/2019 Young Person Guia Benjamin Briten
8/34
Young Persons Guide to the Orchestra
5. Look at pictures of each family of instruments. Discuss how they are
similar/different. Listen to recordings of orchestral music and identify families
of instruments as well as some individual instruments.6. Show students individual pictures of instruments and have them demonstrate
how each instrument is played.
7. Share books with the students on instruments and/or orchestras. (see SuggestedBook List)
8. Look at the Seating for Orchestra picture. This is one design of how an
orchestra may be seated. Discuss where the families are positioned and why.Discuss the size of each family for an orchestra. The following should be
mentioned: sound production, volume, and blend.
9. Have students create an Instrument Book using either real instrumentpictures, coloring pages or hand drawn instruments (there are several pictures at
the end of the activities). Have students label each picture with the instrument
name and family of which each is a member.
10. Play Instrument Bingo, using the template provided, so students becomevisually and aurally aware of the differences among the instruments. (There are
also many pre-made bingo games for purchase.) Copy the template andinstrument pictures for each student. Have students choose and cut out nine ofthe pictures and glue them in different boxes on the board. They will need
markers to cover each instrument as its name is called. When three in a row are
covered, they have Bingo!
-
7/29/2019 Young Person Guia Benjamin Briten
9/34
Young Persons Guide to the Orchestra
The Young Persons Guide to the Orchestra
Prime Time
LEVEL: Grades K-4
National Standards for Music Education: 1, 2, 3, 4, 5, 6, 8, 9Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2, 4.2
OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while
identifying and applying the elements of music.
MATERIALS:
Recording ofYoung Persons Guide to the Orchestra
Pictures of instrument families of the orchestra (provided)
Pictures of the individual instruments of the orchestra (provided)
Seating for Orchestrapicture example (provided)
Suggested Book List (provided) Recording ofPop! Goes the Weaselby Lucien Cailliet,Variations on Americaby Charles
Ives, andToccata and Fugue in D minorby J. S. Bach
Other suggested recordings: Viennese Musical Clockby Hary Janos, The March of theRoyal Children from The King and Iby Rogers and Hammerstein.
Materials for making an Instrument Book pictures of instruments, paper, glue sticks,markers, crayons, colored pencils
Classroom instruments rhythm barred and melodic
My Song Rondo student handout (provided) student copies
Instrument Bingo Template (provided) student copies
Instrument Bingo instrument Names and Pictures sheets (provided) student copies
Some sort of markers for covering Bingo boxes
-
7/29/2019 Young Person Guia Benjamin Briten
10/34
Young Persons Guide to the Orchestra
This is the A section of the Rondeau:
rpo.org
LESSON:
RHYTHM
1. Play only the opening phrase (A section above) ofYoung Persons Guideto the
Orchestraplayed by full orchestra. While the music plays have students lightly pat thesteady beat on their laps.
2. Play the A section of Rondeau on a melody instrument for the students. Clap, or
tap on a rhythm instrument, only the first three measures for the students. Instruct thestudents to echo clap the pattern you play. Clap or play measures 4 and 5. Again, have
the students echo clap. Clap or play measures 6 and 7 and have students echo clap therhythm. Finally, clap or play measures 8, 9, and 10. Students should echo clap the
rhythm.
3. Show students the rhythm of the A section (drawn on chalkboard or they can follow thewritten melody line). Identify the note values in the melody (half notes, quarter notes,eighth notes). Ask what measures have the same rhythm. (measures 4, 5, 6 and 7)
4. Point to either the beginning of each line, measure, beat, or note value and have the
students read and clap the rhythm of the entire melody.5. Have students play the rhythm of the entire melody on a variety ofclassroom rhythm
instruments.
6. On classroom barred instruments, have the students remove the F and B bars inorder to play in a C pentatonic scale. Begin by clapping a rhythm and have small groups
-
7/29/2019 Young Person Guia Benjamin Briten
11/34
Young Persons Guide to the Orchestra
of students improvise a melody on the instruments echoing the rhythm you clapped.
(Groups of students can improvise melodies at the same time while using a pentatonic
scale.) After all groups have had a chance to improvise simple rhythms, have each groupimprovise a melody using the written rhythm of Rondeau.
MELODY
1. Play the Rondeau melody on an instrument for the students. Play only the first twomeasures again for the students. Instruct them to draw the melody in the air. Play
measure 3. Again, have the students draw the melody. Play measure 4 and have students
repeat drawing the melody in the air. Continue with measure 5, then, measure 6. Ask thestudents if they notice a similarity between measures 3-6. Play measures 3-6
consecutively to hear the pattern. Finally, play measures 7 and 8. Have the students
draw the melody in the air and ask them if the pattern from 3-6 continues (it does not
continue).2. Play measures 3-6 and have students describe (analyze) what is happening to the melody.
(The melody in each measure finishes a note higher than the first note in the measure,however, each measure begins with a note lower than the previous measure, so themelody is going downward.) If this is difficult to hear, play only the first and last note of
measures 3-6 to clarify.
3. Show the students the written melody. While the teacher plays the entire melody, havestudents draw the melody in the air, or trace the written melody with the index finger.
4. Play only the beginning ofThe Young Persons Guide to the Orchestra and have the
students identify how many times they hear the melody (five times: 1) full orchestra, 2)woodwind family, 3) brass family, 4) string family and 5) percussion family).
5. Divide the class into four sections. Name each section of the class a different instrumentfamily name. Play the same beginning section again. Each group of students should
draw the melody in the air when they hear their assigned orchestra family playing (allsections should draw during the full orchestra).
6. Extension: Teach the students how to play the A section on a melodic instrument.Work on two measures at a time at a comfortable tempo. Encourage independent
practice time since students will be at varying levels. Students might be comfortable
working in pairs. Have students perform for the class.
METER
1. Have students look at the A sections metersignature and measures to identify the
meter as 3/2. Identify the top and bottom numbers of the meter signature (top number ishow many beats in each measure, bottom number is the value of the beat). Afteridentifying three beats per measure and a half note gets the value of the beat, look at
measures one and two. Ask the students, What do you see? (three half rests and three
half notes)
2. While listening to the music, have students conduct in a 3 pattern.
-
7/29/2019 Young Person Guia Benjamin Briten
12/34
Young Persons Guide to the Orchestra
3. Read the rhythm of the tune using syllables (half note is ta-ah, quarter note is ta,eighth notes are ti-ti).
4. On the chalkboard, overhead, or individual worksheet, have students label the beats ineach measure of the theme. Draw the beats: 1 2 3 under the appropriate beats.Students may also use a + for the second half of the beat.
5. Have students compose an eight-measure rhythmic piece. Use a meter in which students
are most comfortable (usually 3/4 or 4/4). Criteria should include repetition of rhythm infour consecutive measures.
6. Extension: Create a melody for your rhythmic composition using a pentatonic scale.
FORM
1. Have students look at two different pictures/objects and discuss the pattern of eachpicture. Discuss that the basic plan or structure of the object is called its form. Musical
pieces are built around a form. There are many different styles.
danieleizans.com castles-of-briyian.com
-
7/29/2019 Young Person Guia Benjamin Briten
13/34
Young Persons Guide to the Orchestra
2. Play Twinkle, Twinkle Little Star on a melody instrument. Have the students identify
the melody (it could also be Baa, Baa Black Sheep or The Alphabet Song). Ask
students to suggest ways to vary or change the melody (by changing the tempo,dynamics, tone color, pitch, harmony/texture, rhythm, form). After reviewing the
elements of music, choose a student to suggest which element you can change while
playing Twinkle. Play Twinkle again, changing the element chosen. Continue tochoose students and they in turn choose a different element. Demonstrate how a tune can
be changed by each element, thus making it a variation.
3. Listen to and review the theme or Rondeau. Again ask for different students tochoose how to vary or change the theme using the elements of music. Listen to a
recording ofThe Young Persons Guide to the Orchestra and identify each variation of
the theme and how it varies or changes. Pause the music after each new section in orderto discuss what is heard.
-
7/29/2019 Young Person Guia Benjamin Briten
14/34
Young Persons Guide to the Orchestra
Form and Tempo markings of
The Young Persons Guide to the Orchestra
Theme Allegro maestoso e largamente (fast, stately/dignified and broadly)
Tutti, Woodwinds, Brass, Strings, then Percussion
Variation A: Presto (very fast)
Piccolo and Flute
Variation B: Lento (very slow)
Oboes
Variation C: Moderato (moderately)
Clarinets
Variation D: Allegro alla Marcia (fast in the style of a march)
Bassoons
Variation E: Brillante: alla polacca (bright, with the rhythm and character of apolonaise slow dance in time)
Violins
Variation F: Meno mosso (less movement)
Violas
Variation G: Cellos
Variation H: Cominciando lento ma poco a poco accel. al Allegro
(begin slowly, then little by little increase to a fast tempo)Double BassesVariation I: Maestoso (majestically)
Harp
Variation J: L'istesso tempo (at the same speed)
HornsVariation K: Vivace (lively and fast, quicker than allegro)
Trumpets
Variation L: Allegro pomposo (brisk in a grand style)
Trombones and Tuba
Variation M: Moderato (moderately)
Percussion (Timpani; Bass Drum & Cymbals; Tambourine & Triangle;
Snare Drum & Wood Block; Xylophone; Castanets & Gong; Whip;
Percussion Tutti)
Fugue: Allegro molto (very quick)
4. Extension: Have the students play a familiar childrens tune on a melodic instrument, or
review the piece they may have composed using a pentatonic scale. Have the studentscreate their own variations to go with the theme. Ask students to perform for the class.
5. Listen to other examples oftheme and variations and discuss how the sections differ
from the theme. Other pieces to listen to and analyze are: Pop! Goes the Weasel byLucien Cailliet, and Variations on America by Charles Ives. Tell the students that
Britten created a theme and variations by using the Rondeau by Purcell for the Young
-
7/29/2019 Young Person Guia Benjamin Briten
15/34
Young Persons Guide to the Orchestra
Persons Guide to the Orchestra. The two most notable changes are in tone color
(instruments play tutti, with their family, or solo) and tempo.
6. Explain how a fugue is structured. Discuss why Britten chose to end the piece with afugue. (He wanted the full orchestra to play at the end of the piece and each family can be
heard by playing separately in a fugue.) Listen to Toccata and Fugue in D minorby J.S.
Bach. Even though the piece is played on one instrument, the organ, the theme is easy tohear. While listening, have students identify when the line is repeated by standing or
sitting each time the main phrase begins.
7. Listen to the Rondeau fromAbdelazar. It was written in rondo form. Review with thestudents that each new section of music gets a new letter of the alphabet, but a returning
section of music keeps its previous letter. In rondo form, the A section will return after
each section of music. (Rondeau is ABACA.) Perform the movement sequence belowfor Rondeau.
1. MOVEMENT SEQUENCE FOR RONDEAU
sections stand in one spot on floor and conduct in three
step on beats one and two (alternating feet),bow on beat three
alternating feet: take a big step on beat one,step on tiptoe for beats two and three
8. Listen to other examples of Rondo form and discuss how many sections are in the piece.
Other pieces to listen to and analyze are: Viennese Musical Clockby Hary Janos, TheMarch of the Royal Children from The King and Iby Rogers and Hammerstein.
9. Extension: Have students create a Song Rondo by choosing three different songs theylike and place them in ABACA form (see My Song Rondo student handout). Students
perform their rondos for the class.
-
7/29/2019 Young Person Guia Benjamin Briten
16/34
Young Persons Guide to the Orchestra
TEMPO
1. Sing or play a familiar song/tune on a melodic instrument. Sing or play the song/tune
using a variety of tempi. Ask students to identify how you varied the original song/tune.Students then sing or play a familiar song on an instrument and vary the tempo.
Classmates should identify how the song was varied.
2. Choose recordings of vocal or orchestral pieces. Have students identify the tempo ofeach piece. Begin to use the following terminology to describe the tempi: lento (very
slow), andante (slow), moderato (middle moderately), allegro (quick/fast), presto (very
fast).3. Check for understanding by having students move to the various tempi while playing
tunes on a melodic instrument or playing recorded music.
TONE COLOR
1. Using paper for a small group or chalkboard/overhead for whole group, ask students tobrainstorm a list of instruments. Lead a discussion by asking students to describe what a
family is (a unit of people that have something in common). Explain that instruments arealso grouped in families according to how the sound production is made. While lookingat instrument family posters or pictures, identify the four families of orchestra
instruments (Strings, Woodwinds, Brass, Percussion) and discuss the production of
sound. This determines the family to which each instrument belongs. As small groups orwhole group, have students organize their brainstorm list into the orchestra families.
While reviewing the family groupings as a class, generate a class list on an overhead or
large chart paper; list only the instruments that would be found in an orchestra(eliminating folk and electric instruments).
FAMILIES OF THE ORCHESTRA(Instruments in The Young Persons Guide to the Orchestra)
STRINGS WOODWINDSviolin piccolo
viola flute
cello oboestring bass clarinet
harp bassoon
BRASS PERCUSSION
trumpet castanets Chinese blockFrench horn tambourine snare drum
trombone triangle bass drumtuba cymbals timpani
gong xylophone
whip
-
7/29/2019 Young Person Guia Benjamin Briten
17/34
Young Persons Guide to the Orchestra
2. Look at pictures of each family of instruments. Discuss how they are similar/different.
Listen to recordings of orchestral music and identify families of instruments as well as
some individual instruments.3. Show students individual pictures of instruments and ask them to demonstrate how each
instrument is played.
4. Share books with the students on instruments and/or orchestras. (see Suggested BookList)
5. Look at the Seating for Orchestra picture. This is one design of how an orchestra may
be seated. Discuss where the families are positioned and why. Discuss the size of eachfamily for an orchestra. The following should be mentioned: sound production, volume,
and blend.
6. Extension: Check for understanding by giving students a copy of the Seating for
Orchestra chart. Individually or in a small group, direct students to draw lines to divide
the four families of the orchestra. Label the families.
OrSymphony,org
-
7/29/2019 Young Person Guia Benjamin Briten
18/34
Young Persons Guide to the Orchestra
Seating of Orchestra with family divisions:
OrSymphony.org
7. Have students create an Instrument Book using either real instrument pictures, coloring
pages or drawn instruments. Students should label each picture with the instrument nameand family of which each is a member.
8. Play Instrument Bingo, using the template provided, so students become visually and
aurally aware of the differences among the instruments. (There are also many pre-madebingo games for purchase.) Students choose 16 names from the Instruments Namesand Pictures sheets and write them in the Bingo Boardboxes. When an instrument is
called that matches one on theirBingo Board, they should cover the name with the
picture of the instrument (that they cut out). When there are four covered boxes in a row,
they have Bingo!9. Extension: Show and demonstrate orchestra instruments so students can see the actual
size and hear how the sound is produced. Arrange for older students to demonstrate theirinstruments for the younger students. Discuss appropriate audience behavior and expect
students to demonstrate this behavior during the instrument demonstrations.
-
7/29/2019 Young Person Guia Benjamin Briten
19/34
Young Persons Guide to the Orchestra
Bingo Board for Tiny Tots
-
7/29/2019 Young Person Guia Benjamin Briten
20/34
Young Persons Guide to the Orchestra
Bingo Board for Prime Time
-
7/29/2019 Young Person Guia Benjamin Briten
21/34
Young Persons Guide to the Orchestra
Instrument Names and Pictures page 1From: Fotosearch and OrSymphony.org
Violin, viola, cello, string bass, harp
Piccolo, flute, oboe, clarinet, bassoon
Trumpet, French horn, trombone, tubaCymbals, tambourine, triangle, snare drum, bass drum, timpani, xylophone
-
7/29/2019 Young Person Guia Benjamin Briten
22/34
Young Persons Guide to the Orchestra
Instrument Names and Pictures page 2
-
7/29/2019 Young Person Guia Benjamin Briten
23/34
Young Persons Guide to the Orchestra
Suggested Book List:
Animal Orchestra, Scott Gustafson
The Kaleidonotes & the Mixed-Up Orchestra, Matthew S. and Tammy Carter Bronson
Maestro Mouse and the Mystery of the Missing Baton, Peter W. Barnes
Meet the Orchestra, Ann Hayes and Karmen Thompson
The Orchestra, Mark Rubin, and Alan Daniel
The Orchestra, The Orchestra!, Suzanne Guy
The Philharmonic Gets Dressed, Karla Kuskin
The Story of the Incredible Orchestra, Bruce Koscielniak
Story of the Orchestra, Robert Levine, Meredith Hamilton, and Robert T. Levine
Those Amazing Musical Instruments! (with CD), Genevieve Helsby
-
7/29/2019 Young Person Guia Benjamin Briten
24/34
Young Persons Guide to the Orchestra
INSTRUMENT FAMILIES
STRINGSFrom: Fotosearch and OrSymphony.org
-
7/29/2019 Young Person Guia Benjamin Briten
25/34
Young Persons Guide to the Orchestra
WOODWINDSFrom: Fotosearch and OrSymphony.org
-
7/29/2019 Young Person Guia Benjamin Briten
26/34
Young Persons Guide to the Orchestra
BRASSFrom: Fotosearch and OrSymphony.org
-
7/29/2019 Young Person Guia Benjamin Briten
27/34
Young Persons Guide to the Orchestra
PERCUSSIONFrom: Fotosearch and OrSymphony.org
-
7/29/2019 Young Person Guia Benjamin Briten
28/34
Young Persons Guide to the Orchestra
-
7/29/2019 Young Person Guia Benjamin Briten
29/34
Young Persons Guide to the Orchestra
Coloring OutlinesFrom: EnchantedLearning.com and colormegood.com
-
7/29/2019 Young Person Guia Benjamin Briten
30/34
Young Persons Guide to the Orchestra
-
7/29/2019 Young Person Guia Benjamin Briten
31/34
Young Persons Guide to the Orchestra
-
7/29/2019 Young Person Guia Benjamin Briten
32/34
Young Persons Guide to the Orchestra
NAME
MY SONG RONDO
PART 1: Choose three familiar short songs or refrains. Write the name of each song beside
a different letter.
A
B
C
PART 2: Under each letter below, write the song titles from PART 1. Be prepared toperform your Rondo for the class!
-
7/29/2019 Young Person Guia Benjamin Briten
33/34
Young Persons Guide to the Orchestra
MUSIC GLOSSARY
Barred instruments melodic instrument with bars (xylophone, orchestra bells)
Classroom rhythm instruments instruments that cannot play a melody (hand drum,
wood block)
Dynamics the volume of sound, the loudness or softness of a musical passage
Elements of Music components of music performance (dynamics, form, pitch/melody, rhythm,
tempo, texture, tone color)
Form the way a musical composition is organized
Fugue a polyphonic composition consisting of a series of successive melodies
Harmony a combination of notes arranged and played simultaneously around the melody
Improvise spontaneous invention
Measure the grouping of a specific number of beats contained between two bar lines
Melody a rhythmic arrangement of notes using a variety of pitches
Melodic or melody instrument instruments capable of playing a tune (piano, recorder, bells)
Meter a rhythmic measure of a certain number of beats
Note Values: half value of two beats, quarter value of one beat, eighth - value of half a beat
Pentatonic scale a five-tone scale
Rhythm a pattern of notes
Rondo a form of composition, usually instrumental, in which one section intermittently recurs.
Tempo the speed at which a piece of music is performed
Texture density or thickness of sound in a composition
Theme and Variations a musical form in which a theme is stated, then varied in a succession ofstatements; variations may be sectional or continuous
Tone color specific quality of sound
Tutti all instruments performing together
-
7/29/2019 Young Person Guia Benjamin Briten
34/34
Young Persons Guide to the Orchestra
The Baltimore Symphony OrchestraA Young Persons Guide to the Orchestra
April 7th
& 8th, 2011
CALL FOR SUBMISSIONS
During the concert...
student work will be electronically displayed!
For your students work to be considered for display,
submit student work using the following criteria:
1. use 8 1/2x 11 white copier paper
2. hold the 11 side of the paper horizontally
3. before drawing, have each student label paper in the bottom inch of the paper with the
following information: first name and last initial ONLY, grade, and name of school
SAMPLE:
4. each student should independently draw a picture of an individual orchestral instrument or
instrument family in the upper section of the paper (drawing should fill as much of the space
as possible) students should use either crayons (suggested for Pre-K and K) or markers (1st
3rdgraders)
Please note: We will do our best to include as many drawing as possible. If the number ofs
submissions received is high, not all drawings may be selected for projection at each concert.
Send student submissions to:
Lisa Sheppley
Associate Director of Education
Baltimore Symphony Orchestra
Joseph Meyerhoff Symphony Hall
1212 Cathedral St. Baltimore, MD 21201
Phone: 410.783.8069 | Fax: 410.783.8004 | [email protected]
All entries should be received by
March 1, 2011
Lisa S. 1st grade/Sommerville Elem.