THE DAYTON PHILHARMONIC ORCHESTRA NEAL GITTLEMAN, MUSIC DIRECTOR

PATRICK REYNOLDS, CONDUCTOR

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November 14, 2012

THE DAYTON PHILHARMONIC ORCHESTRA NEAL GITTLEMAN, MUSIC DIRECTOR PATRICK REYNOLDS, CONDUCTOR November 14, 2012 9:30 and 11:20 a.m.

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“The Star-Spangled Banner” John Stafford Smith (1750-1836) arr. Custer words by Francis Scott Key Overture to The Magic Flute Wolfgang Amadeus Mozart (1756-1791) Concerto for Oboe and Strings, mvt. 1 Ralph Vaughan Williams Andra Bade, oboe (1872-1958) The Composer is Dead Nathaniel Stookey Scott Stoney, narrator (b. 1970)

The Dayton Philharmonic Orchestra Young People’s Concerts

are underwritten by MeadWestvaco Foundation with additional support from Charles D. Berry,

the Charles E Hoffman Fund of The Dayton Foundation, and The Troy Foundation.

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Welcome to the November 14, 2012 Dayton Philharmonic Orchestra Young People’s Concert,

MMUUSSIICCAALL MMYYSSTTEERRIIEESS. At this concert, students will become musical detectives as they learn to uncover the secrets and hidden messages in music. They will even become better listeners in the process! This concert will explore the musical evidence that composers, musicians, and the conductor leave to send us a message. The audience will discover, observe and investigate that evidence

as they become Concert Scene Investigators. This theme will be explored both at the concert

performance and in these concert preparation materials. These program notes and the enclosed CD of concert excerpts are created to assist music specialists and classroom teachers in preparing their students for the concert experience. Please feel free to copy these materials to share with other teachers in your building who will attend the concert. You may also download these materials from the DPO website, www.daytonphilharmonic.com. From the homepage at the top, click on Education then Field Trip Programs then Intermediate Grades.

The teacher notes contain information about the composers and their music, and ideas for integrating this information across the curriculum. The activities are meant to be used in the regular classroom, as well as the music classroom, and do not require familiarity with the music. We hope these ideas will help provide an enjoyable and enriching experience for students and teachers.

Gloria S. Pugh Director of Education Dayton Performing Arts Alliance

Program Objective: To explore the art of listening as an activity which is critical to the understanding and appreciation of music and to all learning in general.

This concert theme and the information in these notes reinforce Ohio Academic Content Standards in Fine Arts,

Language Arts, and Social Studies.

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Patrick Reynolds, Assistant Conductor

Birthplace: Baton Rouge, Louisiana – yes, I was born in a “baton” town

First Music lesson: I first began piano lessons at 6 with my mother, in 4th grade I started the cello and by the time the school band was available to me, I really wanted to join, so I started trumpet Instruments I play: Trumpet and piano I became a conductor because: I enjoy the possibilities that exist making music with large groups of people, and I’m crazy about the music My job as a conductor is: Sir Adrian Boult said that the

most important thing for a conductor was “to see that everyone is happy and comfortable” – I think there’s a lot of wisdom in that. Favorite food: crab cakes Favorite childhood book: Poetry and humor What I like to do in my spare time: Sail, read a good newspaper in a good coffee shop anywhere

LLIISSTTEENNIINNGG AASS AANN AACCTTIIVVIITTYY Listening – just what is it? Is there a difference between hearing and listening? According to the Encarta Dictionary the word hear means:

To listen to somebody or something

To understand fully by listening attentively The same dictionary defines the word listen as:

To make a conscious effort to hear

To pay attention to something and to take it in account Webster’s Collegiate Dictionary states that hear does not necessarily imply attention or application, and listen always does. So what do the definitions of these two words tell us? Can we hear but not actually listen? Can we listen and not actually hear?

In the concert Musical Mysteries, our conductor, Dr. Patrick Reynolds, has chosen to compare listening to music to being a good musical detective. Good listening often involves our eyes as well as our ears, just a good detectives use both their eyes and ears to look for evidence.

What do detectives do?

They look for clues, and look for evidence.

They identify suspects.

They collect information to have a clear understanding of what has happened.

They solve the mystery of the crime. So what does all of this have to do with going to a concert? Well, many of us think going to a concert is an inactive experience where we just sit quietly to hear the music. But there is much more to it and good musical detectives can uncover many different clues through active listening that will uncover the wonders of a live orchestra performance. Good musical detectives become great listeners! What makes a good musical detective? Musical detectives closely observe what is happening on the stage and ask these basic questions:

What’s going on here?

Who’s involved?

Who did what?

What is all of this music about?

What is this music telling me?

Vocabulary conductor hear listen orchestra

Compare and contrast these two words. List examples of each. For example, do you always listen to your teacher’s instructions? Do you hear them?

The Star-Spangled Banner John Stafford Smith (1750-1836) (arr. Custer) Words by Francis Scott Key (1779-1843)

“The Star-Spangled Banner” is the National Anthem of the United States of America. This patriotic song traditionally opens the first concert of each orchestra season. Since this is the first Young People’s Concert of the season, Mr. Reynolds will invite the audience to stand and sing “The Star-Spangled Banner” with the orchestra. Our National Anthem was created during the War of 1812. During this war between Great Britain and the United States,

the British fleet attacked Fort McHenry, which protected the city of Baltimore. On September 13, 1814, Francis Scott Key visited the British fleet in Chesapeake Bay to ask for the release of his friend Dr. William Beanes, who had been captured after the burning of Washington D.C. He was held so that he could not pass on any warning about the Fort McHenry attack. The British admiral released Dr. Beanes, but told Key that they could not leave until after the coming battle. At sunset the British sailors told the Americans to “look well on their flag,” for by morning it would no longer fly over Fort McHenry. All during the night Francis Scott Key watched the battle. Whenever the sky was lit by the shells exploding over the bay, he looked for the American flag waving over the fort. As long as the flag still flew, he knew that Fort McHenry had not been taken. As the sun rose Key looked through the early morning fog. There, flying over the fort was the American flag. The British had failed to take Baltimore. Key was so moved by the sight that he took an old envelope from his pocket and began writing these words - "Oh, say can you see...." The day after his return to Baltimore, Key's poem was printed as a flyer under the name "Defense of Fort McHenry”, and passed out all over the city. Two days later it was set to the tune of a popular song of the times, “To Anacreon in Heaven,” composed by the English composer John Stafford Smith. Within a week the song was being heard as far away as New Orleans. “The Star-Spangled Banner” became the official national anthem of the U. S. on March 3, 1931. Of course “The Star-Spangled Banner” wasn’t originally written for an orchestra to perform. You will hear an arrangement (a reworking of the melody for orchestra instruments to play) by Calvin Custer.

At the concert the audience will sing the national anthem with the orchestra. Be sure you know the words and understand the meaning of each line!

Oh, say can you see, by the dawn’s early light, What so proudly we hail’d at the twilight’s last gleaming, Whose broad stripes and bright stars, through the perilous fight O’er the ramparts we watched were so gallantly streaming. And the rockets’ red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O’er the land of the free and the home of the brave?

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Do you know these facts? 1. What year was “The Star-Spangled Banner” adopted as the official national anthem? 2. Who wrote the words? 3. Who wrote the music? 4. Why was “The Star-Spangled Banner” written?

Vocabulary patriotic song arranger, arrangement (in music)

Do This: Make a list of all the events where you have heard the National Anthem performed. What is the purpose of playing this song at these events?

Overture to The Magic Flute (1791) Wolfgang Amadeus Mozart (1756-1791)

AABBOOUUTT TTHHEE CCOOMMPPOOSSEERR What were you doing when you were 6 years old? At this young age, Mozart had already toured the major cities of Europe for two years, performing as a child prodigy on the piano and violin. The ultimate “stage father,” Leopold Mozart wrote of his son: “The boy will play a concerto on the violin, accompany symphonies on the piano, completely cover the keyboard of the piano with a cloth and play as well as if he had the keyboard under his eyes; he will accurately name any notes that are sounded for him singly or in chords; on the piano or any imaginable instrument…. Finally, he will improvise (make up music on the spot) not only on the piano, but also on the organ.”

As a child prodigy, Mozart was on the road giving concerts and showing off his amazing talent all through Europe. It seems there was nothing in music that Wolfgang could not do better than anyone else. He could compose a complicated piece while thinking another one in his head, read perfectly at sight any piece of music put in front of him, or hear a long piece of music for the first time and write it down note for note! He wrote his first composition when he was only six years old. Mozart wrote over 600 works in his brief lifetime! Twelve of them were operas. Mozart was especially interested in opera and wrote his first one when he was thirteen years old. The Magic Flute was composed in 1791. Discuss this: What is a child prodigy? What would it be like to be a prodigy? What would be the advantages and the disadvantages? Can you think of any contemporary child prodigies?

The Magic Flute - A Very Brief Overview of a Very Complicated Story The story is a classic fairy tale. An evil Knight (Sarasatro) captures a beautiful princess (Pamina) whose mother (Queen of the Night) hires a young prince (Tamino) and a feather-covered creature (Papageno) to go to her rescue. The queen gives them a magic flute whose sounds will keep them safe when they run into trouble. Of course they do indeed run into trouble, but

The Mozart family on tour: Leopold, Wolfgang, and Nannerl. Watercolor by Carmontelle, ca. 1763

when Tamino plays “The Magic Flute,” all of the bad guys are frozen in place until the queen’s guards can arrive to escort the heroes and Pamina back to the castle. There is a big celebration, Tamino and Pamina get married, and they live happily ever after.

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This overture gives the audience clues about the story of the opera. ♪ Listen to CD Track 1.

Which character briefly described in the overview above do you think this music might describe?

What character might be described in the music on CD Track 2?

Describe how these two musical examples are different.

Which excerpt sounds mysterious? Actually there is a mystery in the overture. Mozart belonged to an organization called the Free Masons and to get into their meetings members had to know a secret knock. Mozart included a theme in this overture which was meant to sound like this signal. The pattern is

short_____long_______long________ ♪ Listen to CD Track 3. How many times do you hear this knocking pattern repeat?

Vocabulary opera composer overture prodigy

Be Creative: Create a short play based on the brief description of The Magic Flute story above.

Add sound effects using body sounds and found sounds in your classroom to describe the characters and to enhance the action.

What types of sounds would illustrate the serious and mysterious music? What types of sounds would illustrate the more humorous and light-hearted music?

Do This: Can you retell this brief story in your own words without looking at the printed page?

Concerto for Oboe and Strings, Mvt. 1 Ralph Vaughan Williams (1872-1958)

About the Composer Ralph (pronounced “Rafe,” rhymes with “safe") Vaughan Williams was born in Gloucestershire, England, but spent most of his life in London, which he considered his home. Although he came from a family of successful lawyers, he was encouraged to study music as a child. He learned to play violin, piano, and organ and eventually became interested in composing. His first efforts at composition were not very successful, so he traveled to Berlin and Paris to study. During this time away from home, he developed his own musical style through his native folk music. In 1903, he joined the English Folk Music Society and went out into the countryside to collect folk songs from the people living there. He collected over 800 English songs!

Vaughan Williams never forgot that music is for the people and was willing to write for all occasions. “Every composer cannot expect to have a world-wide message, but he may reasonably expect to have a special message for his own people.” Ralph Vaughan Williams was a composer, teacher, writer, and conductor. He was the most important English composer of his generation and a key figure in the revival of English music.

About the Soloist At our concert we will have the opportunity to hear the winner of the Dayton Philharmonic Orchestra David L. Pierson Young Musicians Concerto Competition perform one movement of Vaughan Williams’ Concerto for Oboe and Strings. Andra Bane won this competition last spring. She won a cash prize and the opportunity to perform with the Dayton Philharmonic Orchestra at a Young People’s Concert. Congratulations, Andra! Andra has enjoyed studying the oboe since age eleven. She has been a member of the Dayton Philharmonic Youth Orchestra for three years and principal oboe during that time. Andra was a sophomore student at the Miami Valley School when she won the David L. Pierson Young Musician's Concerto Competition last spring. Over the summer she was invited to attend for the 2012-2013 school year the

Interlochen Arts Academy in Michigan where talented young artists have an opportunity to live and learn with other talented youth from around the world. She has attended the Interlochen summer programs for four years. When not playing the oboe, Andra enjoys dancing, jogging, reading, hanging out with friends, and spending time with her pets. Now that she is at Interlochen, Andra will make a special trip back home to Dayton to perform at the Young People's Concert.

About the Music A concerto is a piece of music written for a solo instrument and orchestra. Often the music sounds like a conversation. Sometimes the solo instrument is the star, sometimes the orchestra is the center of attention and sometimes they both speak together. This concerto is written for the oboe and only the string section of the orchestra. Ralph Vaughan Williams wrote his Concerto in A minor for Oboe and Strings in 1944. This pastoral piece is divided into three movements, but Andra will perform the first movement only. This movement is quiet and calm, but there are many parts that give Andra an opportunity to show us her oboe playing skills.

At the concert, finish the story in your head and share with your class mates when you return to your classroom.

Imagine This: What would it be like as a teenager to be a solo performer on the Schuster Center Stage with the Dayton Philharmonic Orchestra? Andra is sure to be a little nervous, so remember that the audience can support her and help her play her very best by listening very quietly and showing appreciation at the end of her performance with enthusiastic applause!

♪ Listen to CD Track 4. Close your eyes as you listen to this music. If you were to write a story to go with this music, describe the setting of your story based on what you hear. ♪ Listen to CD Track 5. Describe how this music is different than the music you heard in Track 4. Describe the action in your story that would match what you hear. ♪ Listen to CD Track 6. How is this music different than Track 5? Describe action that might occur with this music.

The Composer is Dead (2006) Nathaniel Stookey (b. 1970)

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Nathaniel Stookey was born and raised in San Francisco, California where he studied violin and composition. His very first piece premiered when he was only 17 years old. In the same year he was invited to write a composition for the San Francisco Symphony’s “New and Unusual Music Series,” making him the youngest person to be commissioned to write a piece for this orchestra. Since then his music has been performed by many different orchestras and ensembles. Nathaniel Stookey is definitely not dead, but very much alive and well!

The Composer is Dead was written for orchestra and narrator. The script for the narrator was written by Lemony Snicket, a pseudonym for author Daniel Handler who is an old high school friend of Nathanial Stookey. Handler wrote the popular children’s books, The Series of Unfortunate Events. Like the Harry Potter series of books, Lemony Snicket’s books are often enjoyed by adults as well. According to Mr. Stookey:

“What Lemony Snicket and Harry Potter have done for books, we want to do for music. With his kids’ books, Lemony’s made something for children that’s not just for children. This is something I’ve always wanted to do – to make something people can access on all levels.”

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The Composer is Dead is a clever mystery which investigates who may have killed the composer. To arrive at the answer, the narrator, who is the Inspector, will introduce the audience to the instruments of the orchestra to discover who committed the crime. The Inspector interrogates each section of the orchestra, checking alibis. Could it be the French horn, the violin or flute? There are so many suspects! Maybe it was the conductor! Well, we’re not giving away the solution to the crime here. We’ll all find out at the concert! In this work there are also several jokes about musicians – their personalities, egos, their role in the orchestra, etc. These jokes are all in good fun and don’t really reflect the personalities of the musicians, but as with all good jokes, they are based on broad-based perceptions. For example, violas don’t usually have the flashy melody parts in the orchestra. They play the inner

supporting parts like altos in a chorus and the violins have the starring role. Two of the jokes are:

What’s the difference between a violin and a viola? ANSWER: There is no difference. The violin just looks smaller because the violinist’s head is sooooo much bigger.

What do dead composers do? ANSWER: They decompose. ♪ Listen to CD Track 7 – The trombones begin. What in the music tells us that the opening of this story is very serious? In the next section the narrator states that the suspect might be lurking in the various sections of the orchestra. What does the word lurking mean? Before you listen to the next track, name the four families of orchestra instruments. ♪ Listen to CD Track 8 as each section comes in one by one. From this point the narrator interrogates various members of the orchestra to solve the mystery, so we won’t give away any more of the investigation in these notes!

Book cover printed under fair use of copyright law

Since the composer, Nathaniel Stookey, wanted his piece to be for listeners of all ages, there is vocabulary in the story that you might not know. You will enjoy the performance even better if you understand all the words.

Do This: Read through the vocabulary list on the next page and check all words that you

know. Before the concert, look up the definition of all the words that you do not know.

Can you predict?

Before the concert, write down who in the orchestra you think may have killed the composer.

When you return to your classroom, make a chart of everyone’s predictions. Did anyone solve the crime correctly?

What percentage of the class was correct?

The Composer is Dead Vocabulary

admire exhausted nauseous accompaniment expensive nostalgic agitate flamboyant official arrogant flattering opportunity bachelor foreigner patriotic baffled honor ridiculous boisterous humanity ruckus cadenza imitation shenanigans conquer incomprehensible suspect contrary injustice suspicious crucial interrogate treachery decompose interview unison distasteful lurk various dramatic melody violent ecstatic mourn waltz enormous murmur weary

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AFTER THE CONCERT If you were really listening and observing carefully at the concert, you should be able to answer the following questions after the concert. Answer all of the following questions and you will

become an ace Concert Scene Investigator!

Who was on the stage? ________________________________________________________________________

How many different families of instruments did you see on the stage? ______________ Can you name them?

1. ________________________ 2. _________________________

3._________________________ 4. _________________________

Name some different ways sound is produced in an orchestra? ________________________________________________________________________

Did everyone play all of the time? ____________

Which instruments seemed to be the most active? ______________________________

Which seemed the least active? _____________________________________________

Would you say that any one of the instruments was more important than the others at any given moment? Yes _____ No _____

Which instruments seemed to have the “main theme” or the “melody?”

_______________________________________________________________________

What did the musicians do when they didn’t have the main melody? Check one: _____ They stood up and left the stage. _____ They just sat and stared at each other. _____ They sometimes played “background music” for the melody.

Which instruments played alone or solo? _____________________________________

___________________________________________________________________________

Which instrument or group of instruments played the loudest? ____________________

________________________________________________________________________

Which instrument or group of instruments played the quietest? ____________________

________________________________________________________________________

Which instruments seemed to be able to play the fast notes? ______________________

________________________________________________________________________

What words can you use to describe the music you heard? _______________________

________________________________________________________________________

How did listening to the music change how you feel? ____________________________

________________________________________________________________________

If the music did change your mood, how did it do that? __________________________

________________________________________________________________________

Did the music seem to tell a story? ___________________________________________

What role did the conductor play at the concert? _______________________________

________________________________________________________________________ ________________________________________________________________________

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Send a thank-you note to the conductor Maestro Gittleman and the musicians of the Dayton Philharmonic Orchestra thanking them for all the practice that went into preparing the concert for you. Let them know what you liked about your experience. Write five sentences that include some of the new vocabulary words you have learned. They are listed on the previous pages. After the concert, write a short paragraph about the composition you enjoyed the most. Describe why you liked it and how it made you feel. Write a five line poem according to the following format: Write Line 1 = 1 word A poem, Line 2 = 2 words A musical memory, Line 3 = 3 words In fifteen words, Remember: Line 4 = 4 words Add a word each line. Line 5 = 5 words

Poetry by the Number

__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

Imagine life without recorded sound. That means no iPODS, no radio, no TV. The only way to hear music would be to hear it performed live by the musicians at a concert hall. Describe life without recorded sound.

Share your paragraphs, poems and thank-you notes with the Dayton Philharmonic Orchestra!

AA RREEAADDIINNGG SSCCAAVVEENNGGEERR HHUUNNTT Using the information contained in this packet, match the composer with the facts listed below. A. Vaughan Williams B. Stookey C. Mozart

He was a child prodigy.

He composed music for an oboe to play with a string orchestra.

His composition has a narration written by Lemony Snicket.

He wrote the piece for orchestra and a speaker who tells the story.

He lived and worked in London, England.

He wrote over 600 works in his lifetime.

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Mozart was born in 1756 and died in 1791. How old was he when he died? ________________ Mozart began composing music at the age of six. He wrote more than 600 musical compositions in his lifetime. What is the average number of compositions Mozart wrote in a year? _________________

When Nathaniel Stookey was born in 2006, how many years had Mozart been dead? ______________ Ralph Vaughan Williams was born in 1872 and died in 1958. How old was he when he died? ______________

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Mozart was born in Austria. Circle Austria on the map below.

Read this:

Mozart was a child prodigy. From the age of six he was taken on long journeys all over Europe, and expected to give concerts at every stop. Traveling was slow, uncomfortable, and dangerous. In fact, Mozart complained in one of his letters to his mother that his bottom was sore from the very rough and bouncy ride! A coach averaged no more than 30 miles a day.

Do this:

Journey 1 Journey 2 Journey 3 1763-1766 1770-1772 1777-1778 Trip to Paris and London Trip to Italy Trip to Mannheim and Paris Average of 2100 miles Average of 1800 miles Average of 1000 miles Draw this journey in red: Draw this journey in green: Draw this journey in blue: Salzburg-Munich-Mannheim- Salzburg-Innsbruck-Verona- Salzburg-Munich-Mannheim- Frankfurt-Brussels-Paris- Milan-Turin-back to Milan- Paris-back to Mannheim- Calais-London-then back Parma-Bologna-Florence- Munich-Salzburg London-Calais-Brussels- Rome-Naples-back to Rome- Paris-Dijon-Lyons-Lausanne- Rimini-Bologna-Milan- Zurich-Munich-Salzburg Venice-Verona-Innsbruck- Salzburg

On the map, draw different colored lines illustrating Mozart’s three big journeys.

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Journey Number of Miles Number of Years Away

1 2100 1763-1766

2 1800 1770-1772

3 1000 1777-1778

Mozart was born in 1756 and died in 1791. Refer to the chart above. How old was Mozart when he began Journey 1? ___________ How old was Mozart when he ended Journey 3? ___________ How many years of Mozart’s life were spent on these three journeys? ___________

Challenge question: What was the average number of miles Mozart traveled per year on each of his journeys? Journey 1 __________ Journey 2 ___________ Journey 3 ____________

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Concert Audience Responsibilities Being a member of an audience is an important responsibility. Musicians can concentrate and play their very best when all audience members observe appropriate concert manners. Discuss the difference between attending a live symphony orchestra concert, attending a rock concert, and listening to music or watching a television show at home. Review the following concert manners:

Welcome the concertmaster to the stage with applause

Welcome the conductor and/or soloist to the stage with applause.

Sit quietly while the music is played.

Remain in your seat throughout the concert.

Applaud when the conductor puts down his baton at the end of each composition.

Think about this: How do you feel when you have to perform or make a presentation in front of a group of people? Does the audience response and behavior have an effect on how well you perform?

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Use the Points of Interest key to the right to answer the following questions. What number represents the Schuster Performing Arts Center on the map? _____ Draw a circle around it. Is your school to the north, south, east or west of downtown Dayton? _________ What downtown street could your bus driver or chaperone take to arrive at the Schuster Center? ______________________ What number represents the Dayton Metro Library on the map? _____ Draw a circle around it on the map. Describe a route you could take to travel from the concert at the Schuster Center to the library.

POINTS OF INTEREST

2. Courthouse Square 4. Dayton Art Institute 5. Dayton Convention Center 7. The Dayton Metro Library 8. The Dayton Visual Arts Center 10. Fifth Third Field 12. K12 Gallery for Young People 13. The Loft Theatre 14. Memorial Hall 15. National City 2nd Street Public Market 16. The Neon Movies 17. Old Court House 18. Oregon District 19. RiverScape MetroPark 20. Schuster Performing Arts Center 21. Sinclair Community College 22. The Victoria Theatre

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C o n c e r t V o c a b u l a r y

arranger, arrangement – a piece of music that has been written for a different instrument or group than that for which it was originally composed

commission – a piece of music written for a specific purpose or person

composer – person who writes a piece of music

composition – a piece of music

conductor – a person who directs an orchestra

dynamics – the musical term for loud and soft sounds

hear – to listen to somebody or something, to understand

improvise – to make up music as you are playing it

listen – to make a conscious effort to hear

opera – a musical play, where all the words are sung, instead of spoken

orchestra – a large group of musicians who play string, woodwind, brass and percussion instruments

overture – the orchestral introduction to an opera or ballet; an overture can also stand alone as a concert piece

patriotic song – music about one’s country

premiere – the first performance of a work

prodigy – a young person who has unusual natural abilities at a particular skill with little or no training in it

theme – the main idea in a piece of music