Upload
vodiep
View
218
Download
1
Embed Size (px)
Citation preview
Page | 1 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
Bold as Brass
Shrewd Brass Quintet
Teacher Resources
2017
Ideal for Years Foundation - VCE
402460080
The 2017 Arts & Education Program is
Proudly Supported by:
Page | 2 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
TABLE OF CONTENTS
ABOUT THIS RESOURCE......................................................................................................................... 3
ABOUT REGIONAL ARTS VICTORIA ........................................................................................................ 3
ARTS AND EDUCATION TEAM ................................................................................................................ 4
CURRICULUM LINKS .............................................................................................................................. 5
INTRODUCTION TO THE PROGRAM ....................................................................................................... 6
BIOGRAPHIES ......................................................................................................................................... 8
SUGGESTED PRE-VISIT ACTIVITIES .................................................................................................... 10
SUGGESTED POST-VISIT ACTIVITIES: ................................................................................................. 12
Page | 3 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
ABOUT THIS RESOURCE
This resource has been created to provide teachers with curriculum links to the Victorian
Curriculum, and includes some preliminary and post show ideas and activities as to how to
extend their experience of Bold as Brass. The activities are designed to be open-ended and multi-
ability. They may need differentiation for your specific cohort.
The performances and workshops included in the Arts & Education program are designed to offer
students engaging arts experiences with strong links to the Victorian Curriculum and to VEYLDF,
and VCE subjects where appropriate. Each Arts & Education program varies in its purpose and
content and as a result the scope for integration across the curriculum varies. Please feel free to
contact the Arts & Education team on (03) 9644 1808 or at [email protected],
If you have any questions about this resource, its content or its implementation within your
classroom please do not hesitate to contact the Arts & Education Department.
ABOUT REGIONAL ARTS VICTORIA
Regional Arts Victoria inspires art across the state. Through creative facilitation, touring,
education, specialised resources, artistic projects and advocacy, we develop and sustain creative
communities and artistic practice all over Victoria.
Regional Arts Victoria is an independent, not-for-profit, membership-based organisation working
in long-term partnerships with every level of government, fostering contemporary and innovative
regional cultural practice across five decades. We advise and impact on decision-making across
multiple portfolios and levels of government.
Regional Arts Victoria is the peak body for regional artists and arts organisations, and the leading
organisation for regional creative practice in Victoria.
Our artistic program
Regional Arts Victoria inspires creative communities, creative places and creative catalysts.
CREATIVE
COMMUNITIES
CREATIVE
PLACES
CREATIVE
CATALYSTS
Regional Arts Victoria stimulates
and connects our state’s
communities of practice.
Regional Arts Victoria champions
the places where art is made,
experienced and discussed.
Regional Arts Victoria fosters
current and next generation
creative capacity and practice.
Page | 4 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
ARTS & EDUCATION TEAM
Regional Arts Victoria’s Arts & Education team pride ourselves on providing relevant and exciting
activities for children and young people that are complementary to both Victorian and Australian
curriculums. All of our tours come with a free set of education resources to further enrich your
arts experience.
Our team is available to provide local contacts and links to research, and offer advice on how to
make the most of the arts at your school or centre. Our office is a resource for Victorian teachers,
so we encourage you to make use of us!
We also provide significant subsidy assistance (up to 75% of program costs) to eligible remote
and disadvantaged schools. Your school may be eligible so please contact us to find out more!
Suzi Cordell
Arts & Education Manager
Ph: (03) 9644 1805
Mob: 0402 460 080
Email: [email protected]
Jo Chapman
Arts & Education Coordinator
Ph: (03) 9644 1808
Email: [email protected]
Carolyn Lambert
Arts & Education Administrator
Ph: (03) 9644 1819
Email: [email protected]
Page | 5 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
CURRICULUM LINKS – Victorian F-10 Curriculum
Bold as Brass offers the opportunities for learning across the F – 10 curriculum in all of the
Music strands and Capabilities.
Learning Areas Capabilities
The Arts
Music
In Music, students listen to, compose and
perform music in a wide range of styles from
diverse cultures, times and locations.
Across F-10, students listen to and perform
music from a range of cultures, times and
locations
Strands: Each strands involves making and
responding
Explore and Express
Music Practices
Present and Perform
Respond and Interpret
Critical and Creative Thinking
Questions and possibilities
Reasoning
Meta Cognition
Personal and Social Capability ( L 3 – 10)
Self Awareness and management
Social Awareness and management
Intercultural
Cultural Practices
Cultural Diversity
Ethics
Understanding Concepts
Decision making and actions
VCE Units 1- 4 Please refer to the VCE Study Design
VCE Music is based on active engagement in, and considered response to, all aspects of music.
Students develop and refine musicianship skills and critical awareness of their relationship with
music as listener, performer, composer, consumer and user of music technologies. Students
explore, reflect on, and respond to the music they listen to, create and perform and consider its
contexts, associations and interactions.
http://www.vcaa.vic.edu.au/Documents/vce/music/MusicSD-2017.pdf
Music Performance; Music Investigation; Music Style and Composition
Unit 1 and 2 Music performance Music Style and
Composition
Unit 3 and 4 Music performance Music Investigation Music Style and
Composition
Page | 6 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
INTRODUCTION TO THE PROGRAM
The tradition of a brass quintet began in the mid - 20th Century with long running groups such as
The American Brass Quintet and Canadian Brass. With the particular success and popularity of
Canadian Brass the quintet format has become standard and is considered an appropriate
ensemble for weddings, crowd entertainment, church ceremonies, main stage concerts and
more. This means there is a common expectation for University brass students to participate in a
brass quintet as part of their ensemble study and, in the early 90s, this is how the Shrewd Brass
Quintet (SBQ) came to be.
Some initial experience and successes of SBQ came as the original members, still students at
the time, busked in the streets of Melbourne and developed their skills of entertaining the
general public. During this time the group gained a reputation for using comedy to ‘break the ice’
and win over their audience, making them particularly accessible for exposing music to young
audiences or those new to ‘classical’ or jazz music. The available repertoire for brass quintet is
versatile attracting both jazz and classical musicians to perform in this type of ensemble and this
rings true in SBQ.
In spending their playing careers as freelance musicians, each current member of SBQ is
experienced in wearing many different hats and they strive to bring this diversity to their show
Bold as Brass. Between them they have performed extensively ‘in the pit’ doing professional
Broadway shows, musicals, opera and ballet. On the main stage they have performed in large
orchestras, brass bands, a mix of chamber groups, in big bands and small jazz clubs, as well as
performing in the commercial music scene, (e.g television or with pop musicians) and conducting
in the musical theatre scene.
Students can expect to get a taste of all of these things in the Bold as Brass show as there is an
emphasis on this diverse nature of brass instruments. SBQ demonstrate the use of these
instruments for fanfares, memorial ceremonials and their role in classical, pop and jazz. The
idiosyncrasies of the instruments are also explored showing the comical and heroic nature of
these instruments.
Students will also discover how the instruments work as well as some history of brass
instruments and their role in society. In learning to recognise the sounds of these instruments
students come to realise how often they hear brass instruments in everyday life as well as how
music can enrich their experiences of ‘normal’ things such as watching a movie, going to a
festival or sporting event and so on.
All members of SBQ teach music as well as perform. Their specialties range from instrumental to
classroom, and from Primary age students through to University students as well as beginner
adults and mentoring other musicians already working in the profession.
Page | 7 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
One common belief among the members of SBQ is that there is nothing like experiencing live
music. Being able to combine their passion for education and performance, and sharing a love
for music with others, is what SBQ and the Bold as Brass show is really all about.
By helping students find a way to connect with music which they may never have imagined
listening to, SBQ aims to inspire students to consider learning an instrument or, at minimum,
provide them with an experience of feeling part of the performance as an audience member. Via
the Bold as Brass show SBQ aims to instill a curiosity about the science of music (how the
instruments work), provide students with tools to be able to engage with a wide variety of music
and help students develop an awareness of the emotional and creative impact of being involved
(playing or listening) in music.
Page | 8 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
BIOGRAPHIES
GREG SPENCE –Trumpet
Greg is a graduate of the Victorian College of the Arts and is one of the most in demand
commercial session trumpet players in Australia. He has performed with numerous international
stars doing television shows such as the annual TV Week Logie Awards, the Carols by Candlelight,
IMT, Hey Hey It's Saturday, John Foreman's Big Night In, It Takes Two and Dancing with the Stars.
In 2007 Greg performed with Herbie Hancock and the Queensland Symphony. In 2008 he toured
with James Morrison and Deni Hines and in 2009, Greg travelled to New York to play at Carnegie
Hall as part of G'Day USA Australia Week in New York. A Yamaha Artist, Greg and is called upon
by Universities in Melbourne as both examiner and teacher and by retailers and instrument
makers to conduct workshops. Greg has an international reputation as a brass specialist and
teacher through the work he has done with his book and website ‘Mystery To Mastery’ and has
toured during 2015 and 2016 in this role.
LAURA HERTAEG – Trumpet
In 2008 before travelling to America to undertake a Master of Music at the Chicago College of
Performing Arts which she completed in 2010. Laura also has a Graduate Diploma of Education
(2011) and a Graduate Diploma of Psychology (2015) both from Monash University. Laura joined
Shrewd Brass in 2013 and also performs with various groups around Melbourne such as Corpus
Medicorum and the Melbourne Opera Company and Booroondara Brass Band. She currently
teaches Trumpet at Scotch College and Loreto Mandeville Hall.
ROSIE SAVAGE – French horn
Rosie regularly performs in the Melbourne freelance scene which includes casual work with
Orchestra Victoria and the Melbourne Symphony Orchestra as well as other various Melbourne
ensembles, opera companies, musicals such as Mary Poppins and Love Never Dies. While she
gets a buzz playing big orchestral repertoire, Rosie has a passion for chamber music and enjoys
exploring the world of jazz. Rosie regards music education highly and is regularly involved in
education concerts and workshops via Orchestra Victoria and the Melbourne Symphony
Orchestra as well as tutoring for Melbourne Youth Orchestra and other MYM ensembles. She
currently teaches horn at Eltham High School and The Knox School and has been a member of
Shrewd Brass since 2006. In 2009 Rosie wrote and performed her first original composition for
voice, horn and piano and was later engaged to perform the same piece for a memorial at Deakin
Edge. Shortly after that Rosie was commissioned to compose and perform a piece for solo horn
for the VCA’s Wilin Centre. She also enjoys arranging music for small chamber groups. Outside of
music Rosie has a love for food and writing poetry.
Page | 9 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
TOM RYAN – Trombone
Tom loves the fact that performing has taken him to every major city in Australia and throughout
Asia on countless occasions. As a founding member of Shrewd Brass, Tom has been performing
with the Musica Viva In Schools Program for 23 years. He is also a founder of musical comedy
group “Wacky” and has taken his roving music trio “Lounge” to Hong Kong on numerous
occasions. Tom has also been active in community theatre throughout his career as both Musical
Director and trombonist for over 150 productions. He is currently the education manager for the
Royal Flying Doctor Service and has taken his one man show to over 50,000 school children in
the last 6 years. Tom believes that all school children need to be engaged in high level creativity
and have a chance to express their enjoyment and learning as they do it. As a performer, it is a
privilege to share my ideas and at the same time, learn from their responses.
MARTIN MACAULAY – Tuba
Inspired by his jazz-drummer father and high-school music teacher, Martin literally fell into a tuba
in 1980 and hasn't been too far away from one ever since. In a career that has been as diverse
as the music he plays, Martin loves the multiplicity of roles the world of music provides. "I get a
thrill from playing great music, but I love the connection we make with kids who are hearing live
music for the first time". Martin is the Music Director at Parade College and has also trained as
an orchestral conductor in Melbourne, Italy, England and Russia, and has a special affinity with
musical theatre.
Page | 10 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
SUGGESTED PRE-VISIT ACTIVITIES
The following activities are designed for teachers and students to explore before Bold as Brass
incursion.
Research activities
Activity 1 - History of brass instruments
Have your students research different brass instruments going back in history - what were some
of the original or early ‘brass’ instruments? E.g. conch shell, animal horn, serpent etc. Younger
students can simply make a poster of instruments and write the names underneath. To follow up,
you can also generate a class discussion about what students like or think about each
instrument. Older students can write up what they have discovered about the instruments: how
do they work, what different ensembles use brass instruments, what are some famous brass
groups of pieces of music? Some students may like to take this further by doing a poster of how
an orchestra or large brass ensemble is set out.
Suggested Resources - The different brass instruments
http://www.normans.co.uk/blog/2014/08/list-brass-instruments/
http://www.aswltd.com/brass.htm
Activity 2 - Players of brass instruments
Find some examples of different brass music (your students can search many different styles on
youtube). Have them choose their favourite brass instrument and research some famous players
of that instrument – what pieces or styles of music have they recorded? What ensembles did/do
they play in? What country are they from? Are they still alive (when were they alive if not)?
Suggested Resources - Examples of brass musicians who have made a contribution to their field
Louis Armstrong - When the Saints Go Marching In:
https://www.youtube.com/watch?v=wyLjbMBpGDA
Wynton Marsalis - Haydn Trumpet Concerto
https://www.youtube.com/watch?v=hb5MSJcBb9o
Barry Tuckwell - Baroque Horn Concertos:
https://www.youtube.com/https://www.youtube.com/watch?v=R5lgAFFeerk
Arkady Shilkloper - Julius Blues:
https://www.youtube.com/watch?v=_g4cDMdeE5Y
Wycliffe Gordon - Just a Closer Walk with Thee:
https://www.youtube.com/watch?v=-xR7x04EhL0
Christian Lindberg - Czardas:
https://www.youtube.com/watch?v=9GnJ-xL7n3k
Charles Daellenbach - Flight of the Bumblebee:
https://www.youtube.com/watch?v=x5YqXjsJAI0
Oystein Baadsvik - Fnugg Blue:
https://www.youtube.com/watch?v=OV05C2JB-mA
Class activities:
Activity 3 - Introduction to Call and Response
Everyone stands in a circle. Clap a rhythm and have the class respond by copying the same
rhythm. Choose a student to clap their own rhythm for the class to respond to. Once students are
comfortable with the exercise shift to having the ‘call and response’ rhythms move around the
circle: the first person claps their own rhythm (rhythm A), then the next person in circle copies the
first student’s ‘rhythm A’ and adds their own rhythm (rhythm B) to pass on. The next person
responds by clapping rhythm B and adds their own new rhythm (rhythm C) to pass on etc.
To clarify, at any one point, there is only 2 rhythms. The last rhythm heard and the new rhythm to
be passed on. Doing this around the circle allows everyone the chance to practice copying a
rhythm without relying on their classmates and also to create their own rhythm. To keep everyone
involved you can introduce a constant pulse by having everyone rock from one foot to the other in
time to a beat. Alternatively you can have the entire class clap the response and this can help to
keep everyone focussed. If someone is finding it difficult to create their own rhythm, it could be
suggested they use their own name as their rhythm.
Page | 11 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
Extensions:
a) try using different time signatures (students can count out loud)
b) introduce foot stomping or tapping other parts of the body (body percussion) instead of only
using just hand clapping.
c) pitch - play or sing a melody using the first five notes of a scale and have students sing it back.
Advanced students may be able to make up their own melodies. This becomes easier if they have
set boundaries such as only using 3 notes or using a pre-set rhythm to begin with.
d) include a bar(s) rest where students sing the rhythm or melody silently in their mind before
copying. This can help internalise rhythm as organised sound rather than just physical
movement.
Suggested Resource - Body Percussion
http://www.bodypercussionclassroom.com/
Activity 4 - Using music and patterns to communicate
Start again by clapping a rhythm and having the class respond. Give a simple instruction to the
class such as ‘Sit Down’. Clap the rhythm of ‘Sit Down’ and tell them each time you clap that
rhythm you would like them to sit down. To practice this, have the class stand up and deliberately
clap an assortment of different rhythms instructing them to only sit when the hear the ‘sit down’
rhythm. Make a short list of instructions each with a corresponding rhythm. E.g ‘Freeze’ -
corresponding rhythm = ta ‘Walk slowly’ = ta ti-ti, ‘Jog on the spot’ (ta ti ti ta) ‘Form a circle’ (6/8
ta-ti-ti-ta). It is important to practice each new rhythm before going to far into the game. Choose a
student to be the ‘leader’ and they can give instructions by clapping a rhythm from the list.
Extension:
a) Write the rhythm on a whiteboard or if some students can read music have them write it
themselves - the rest of the class can help them figure it out.
b) Have a class discussion about how brass instruments have been used to send messages or
signal across long distances throughout history for example the hunting horns which were used
during the fox hunt. An example the students may identify with is the rams horn used in The
Lord of the Rings. This may lead to a more general discussion about some different roles of
music in society such the Fanfare.
c) Once students have played this game once the rhythms will become recognisable and it can be
used at the start of class or as a quick way to use up energy and regain focus in the middle of a
class. Each time you repeat the game you could add in a new instruction.
Suggested resource - Hunting Horn Signals:
https://www.youtube.com/watch?v=X1MJdiwcb4Y
Activity 5 - The Art of Fanfare! Using music as an announcement!
Make an announcement about yourself and follow it with a matching rhythm: E.g. ‘I am here’ (ta
ta ta) ‘I like many lemons’ (ti ti ti ti ti ti _). Ask individual students to make a verbal
announcement about themselves followed by the appropriate rhythm.
Extension: research activity for home. Research more about Fanfares and
their use in society. Students may choose a particular theme e.g Royalty,
wartime or a sporting event.
Suggested Resources - Fanfare examples:
Daily Sequence of Bugle Calls:
https://www.youtube.com/watch?v=CBTv4xWwPlQ
Start of a movie - 20th Century Fox
https://www.youtube.com/watch?v=YXWFYPk11GM
Wedding - Mendelssohn’s Wedding March:
https://www.youtube.com/watch?v=0Oo4z37OUEI
Introducing the news:
https://www.youtube.com/watch?v=JV7FJLZIVE0
Page | 12 Regional Arts Victoria Teacher Resources are designed by the Arts & Education in collaboration with Rosemary Savage
from Shrewd Brass ©
SUGGESTED POST-VISIT ACTIVITIES:
(Activities that dissect and expand upon the content of the workshop/performance that the
teacher and students can engage in post-performance).
Activity 1 - Making a brass instrument/how does it work?
Make a brass instrument using a length of hosepipe and a funnel. Gaffer tape is enough to
secure the funnel to the hose. Some fittings that would normally attach the hose to tap can be
used as a mouth piece. Alternatively the top part of a plastic bottle could be used. Students can
experiment with different lengths of tubing to see how it affects pitch. How does a different shape
or size funnel affect the sound?
Suggested Resources Vegetable Orchestra -:
http://www.vegetableorchestra.org/about.php
Activity 2 - Music in story!
Choose a selection of music E.g. Film music, a few snippets of jazz or classical music or collection
of songs. Have the class collectively or individually make up a story to go alongside the music. If
done in groups students could act perform their stories. Some students may prefer to draw
in response to the music instead.
Extension:
For homework students could choose from their own music to
write their story.
Contact the Arts & Education team at [email protected] with further questions or, even
better, examples of your work!
This edition is copyright Regional Arts Victoria in consultation with Shrewd Brass Quintet.
© 2017