Study Guide: Quinteto Latino

8/8/2019 Study Guide: Quinteto Latino

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QUINTETOLATINOWINDQUINTETKyleBruckmann,oboe DianeGrubbe,flute ShawnJones,bassoon LeslieTagorda,clarinet

ArmandoCastellano,FounderandDirector,Frenchhorn

Everycountryhasitsownsounds,rhythms,instruments,songsanddance.

Musichelpsusunderstandthepeoplewhomakeit,eveniftheylivefaraway.Ali

JoinQuintetoLatinoforaveryspecialtrip

aroundtheworldthroughthejoyfuland

colorfulmusicofLatinAmericaandbeyond.

QuintetoLatinosharetheirmusicalcultural

rootsandstoriesthroughtheworksoffolkloric

andcontemporarymasters,connecting

studentswiththemselves,oneanotherandthe

worldcommunity.Throughmovement,gesture

andfocusedlisteningstrategies,studentsgain

anunderstandingofmusicalideasand

conceptswhilelearningaboutbuilding

communityoutofrichdiversityandhavelots

offunalongtheway!Studentswillenjoymusic

makingasthepercussionsectioninthis

highlyinteractivepresentationofNuestras

RacesdeMsica.

REPERTOIRE

GyrgiLigetiBagatelle(short,funpieceofmusic)

b.Romania,(19232006)JosLuisHurtado(Arr.)SondelaBruja(SongoftheWitch)Traditionalfolksong,Mexico,contemporarycomposerandpian

AstorPiazzollaLibertango(FreedomTango)Calambre(Spasm)Argentina,composerandbandoneonplayer

(19211992)

CarmenMelendezRomero(Arr.)SonesdeBetaza(SongsfromBetaza)Mexico,contemporarycomposerandflutistGeorgeFriedrichHndelHornpipefromWaterMusic,b.GermanyworkedinEngland(16851759)

BillyStrayhornTaketheATrain,USA;Americanjazzcomposer,arrangerandpianist(19151967)QueenLiliuokalani-AlohaOe(FarewelltoThee)Hawaii;las

reigningHawaiianmonarch;(18381917)Siyahamba(MarchingSong),Traditional,AfricaWolfgangAmadeusMozartTurkishMarch,Austria(17561791)

JarabeTapatoTraditionalfolksong(MexicanHatDance)

CONTACT:ArmandoCastellano|650.704.2949;armandocastellano@quintetolatino.orgForsoundclipsandmoreinformationvisit:http://quintetolatino.org/

CheckoutQuintetoLatinoonYouTubehttp://www.youtube.com/watch?v=HkXq8co9nY&NR=1

QuintetoLatino,awindquintetspecializingintheinterpretationofLatin

Americanclassicalandcontemporary

music,wasfoundedin2001byFrench

hornistArmandoCastellano.These

passionateartistsandenthusiastic

educatorshavededicatedthemselvesto

performingwithworld-classartistryin

communitiesnottraditionallyservedbyclassicalmusicians.Bychampioning

youngandlesser-knowncomposersof

LatinAmericanandCaribbeanheritage,

QuintetoLatinoseekstoexpandthe

boundariesofclassicalmusic,reachnew

audiences,andinspirenewgenerationsof


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CaliforniaInstructionalStandardsAlignmentandConnectionsforGradesK-6:

VISUALANDPERFORMINGARTSMUSIC

ArtisticPerceptionGr.K1.2Identifyanddescribebasicelementsinmusic(high/low;fast/slow;loud/soft;beat).

Gr.31.4Identifyvisuallyandaurallythe4familiesoforchestralinstruments.

Gr.31.5Describethewayinwhichsoundismadeonvariousinstruments.

AestheticValuing *Gr.14.1Createmovementstomusicthatreflectfocusedlistening.

*Gr.34.3Describehowspecificmusicalelementscommunicateparticularideasormoodsinmusic.

Historical/CulturalContextGr.13.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periodsand

styles(rhythm,melody,form).

HISTORY/SOCIALSCIENCE

Gr.11.5.1StudentsdescribethehumancharacteristicsoffamiliarplacesandthevariedbackgroundsofAmerican

citizensandresidentsinthoseplaces

Gr.22.2Studentsdemonstratemapskillsbydescribingtheabsoluteandrelativelocationsofpeople,placesandenvironments.

Gr.62.0Studentsconstructvarioustimelinesofkeyevents,peopleandperiodsofthehistoricaleratheyare

INSIDETHISGUIDE:

CaliforniaInstructionalStandardsandConnectionsGr.K6 p.2

Vocabulary p.3

BeforethePerformance p.4

Audiencebehavior Minilesson:Introducingthewindinstruments Focusedlisteningskillsandstrategies

AfterthePerformance p.7

Moreexplorationsoftimbre/tonecolor p.79Otherconnections:

VisualArt p.10

SocialScience/Geography p.11

Resources p.13

ActivtiesSheets SupplementWindinstruments,communitymusicmap,world/countrymaps

ANOTETOTEACHERSANDPARENTS:

TheQuintetoLatinoperformance,accompanyingactivitiesandmaterialsinthisguidehavebeendevelopedinalignmentwith

theCaliforniainstructionalstandardsidentifiedintheoppositecolumn.Activitiesawellasinstructionalmaterialsmaybereadily

adaptedforvariousgradeand/orstudent

abilitylevels,K6.Activitiesmaybedonebeforeoraftertheperformanceasappropriate.


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VocabularyMusic

windquintet

woodwindFamily

brassFamilyflute

oboe

clarinet

Frenchhorn

bassoon

timbre

rhythm

tango

folksongs

LatinAmerica

community

Romania

Mexico

Hawaii

Africa

Argentina

Germany

Spanishlanguage

Buenastardes!Goodafternoon

BuenosDias!Goodmorning

QuintetoLatino5musicians(Quintet)LatinoPeopleorthingsthatcomefromLatinAmerica

Bienvenidos!Welcome

quinteto(cincomsicos)quintet:fivemusicians

laflautaflute

elflautnpiccolo

eloboeoboe

elfagotbassoon

elclarineteclarinet

elcornofancsFrenchhorn

Wordsformusicinotherlanguages

muziki(Swahili)

Muzik(German)

mele;pilahookani(Hawaiian)

msica(Spanish)


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BEFORETHEPERFORMANCE

Afriendlywordaboutaudience behaviorQuintetoLatinoassembliesarehighlyaccessible,friendlyandofferyoungconcertgoersampleparticipatio

opportunities.Nevertheless,itsusefultoobservecertainrulesandbehaviorsduringtheperformance.Thiswillcontributetoamoregratifyingandenjoyableexperienceforeveryoneinvolvedstudents,teachers,andmusiciansalike!

Makebehaviorexpectationsandconsequencesclear.Forexample,studentsarenotallowedtoruninthetheatre,chewgumortalktoeachotherduringtheperformance.Maketheserulesexplicittostudents.Role

playinghowtobehave,especiallyhowtouseappropriateaudienceetiquetteisworthwhile.

SitquietlyandLISTENduringaperformance.Donottalkorfidgetwiththeprogramsorotheritems.

Turnoffcellphones,pagersandotherthingsthatbeeporotherwisemakenoise.

Donotgetupandleaveduringapieceunlessit'sanemergencyortoremoveanunrulychild.Waituntilthepiecebeingperformedhasbeenfinished.Doingotherwiseisdisrespectfultotheperformers.

Cameraswithflashbulbsshouldnotbeusedastheflashcantemporarilyblindthoseonstage.

Catcallsandbooingarerudeandstrictlynotallowed.

Warmapplauseattheendofperformingapieceisalwayswelcomed!

AdaptedfromTipsonAudienceEtiquettebyKimJ.Teal

http://kjt.glis.net/tealflutestudio/Etiquette.htmlFocusedListeningSkills-StrategiesWehaveatendencytodisdainthestrangeortheunfamiliar.Musicisapowerfultooltostretchtheconceptofthefamiliarandserveasavehicleforteachingtolerance,flexibility,andrespectfordiversity.Thiscan

beginwithstudentsdiscussinghowmusicisanexpressionofourhumanityandcultureandawayofexpressingandunderstandingourselves.

Asimplebutpowerfulstrategyforcultivatingopenness,expandingmusicaltaste,aswellasstrengtheningcapacityforartisticperceptionincludesguidingstudentsto

Listenwithapurpose,e.g.,toidentifyinstrumentstheyhear,voices,thebeat,musicalelements,stylgenreetc.

Describewhattheyhearwithoutevaluatingitforpreferences Listentopiecesseveraltimes(atleastthree,withdifferentpurposes)tofamiliarizethemselveswith

it

Experiencethepiece,(orselectedexcerpt)asawholetobeenjoyedandnotsolelyasanobjectofstudy

Usingthisapproach,studentscanbeguidedtocultivatetheircapacitytosustainattention,focusand

concentration.Followingareactivitiesthatelaborateontheapproach.


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Listening with a purpose

Listeninggoesbeyondhearing;listeningisaboutunderstanding.Therichnessofmusicoffersmuchtobeunderstood.Deeperlisteningcanbedevelopedthroughdiscussionsthatfocusonimportantdetails.

Providingstudentswithapurposetoguidetheirlisteninggoesalongwaytowardaddressinganypotentiaproblemswithaudienceetiquette;moreimportantly,itdeepensstudentaccesstothelearningexperience

offeredbythepresentation.

IntroducingthewindquintetinstrumentsMinilessonoutline

Studentsexaminepicturesofinstrumentsandlistentorecordingsofeach. Focusontheinstrumentvoicestoseewhatyounotice. Studentsshareout:

- Howdoesthesoundoftheseinstrumentvoicesmakeyoufeel?- Whatdoesthesoundoftheseinstrumentsmakeyouthinkof?

Generatevocabularyusingthequestionsaboveandcapturewordsonawordwallforstudentswharereadytogeneratearicherormoreadvanceddescriptivevocabulary,assignoverusedorminimallydescriptivewords,suchashappy,sad,fastslow,totheGraveyard

Holdstudentsaccountableforevidencefortheirideaswithfollowupquestionssuchas:- Whatmakesyouthinkthat?Whydoyouthinkso?

EXTENSION

Developtheconceptofhowsoundsexpressemotions.Askstudentstomakesoundsthataretired,happy,fearful,surprisedormysterious.Theycanlistentoaninstrumentoftheirchoicetohearhowthatinstrumentexpressesthoseandotheremotionsinthemusic.

Toheartheindividualvoicesoftheinstruments(inanelectronicversion),youcanvisitthewebsite,

SFSKidsFunwithMusic.ClickonInstrumentsoftheorchestrawoodwinds(fortheFrenchhornclickon

brass).http://www.sfskids.org/templates/home.asp?pageid=1

Youcanalsolistentorecordingsofwindquintetmusic,suchastheImaniWindsrecordingentitledThe

ClassicalUnderground,featuringoriginalcompositionsandworksbyLatinAmericancomposers.

StudentscanworkwiththeInstrumentsoftheWindQuintetactivitysheet(foundintheActivities

Sheetssectionofthestudyguide)astheypreparefortheperformance.

Wind Quintet = TIMBRE!

Thevoicesofthewoodwindquintetareparticularlydistinctiveandconveycharacter,emotionandmoodthroughtheirrichpaletteoftonecolor.Listeningtomusicmadebythewoodwindquintetoffersan

opportunityforarichexplorationofcolorortimbre.Timbre(pronouncedTAMber)isthebasicelemenofmusicthatdescribestheaspectsofamusicalsoundthatdonothaveanythingtodowiththesounds

pitch,loudnessorlength.Ifafluteplaysanote,andthenanoboeplaysthesamenote,forthesamelengtho

time,atthesameloudness,youcantellthedifferencebetweenthesounds,becauseaflutesoundsdifferent

fromanoboe.Thedifferenceisinthetimbreofthesounds.Youcanthinkofitasthegeneralsoundonewouldexpectofatypeofinstrument.(CatherineSchmidtJones,Timbre:theColorofMusic)


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Thefollowingpromptsmaybeusedforpurposefullisteningofarecordingbeforetheperformance,orthey

canbeassignedtostudentstoprovideapurposeforlisteningastheygointotheQuintetoLatinoperformance.

Scaffoldingexplorationsoftimbre

Eachinstrumentchosentobeinapiecehasareasonforbeingtherethataddstowhatthecomposeris

tryingtocommunicatewithinthework.

Studentscanchoosetopayspecialattentiontothetimbreofoneparticularinstrumentofthewindquintet.Askthestudentstonoteastheylisten:

- Whendoestheinstrumentgetachancetoshowoff?- Whathappenstothemusicwhenthevoiceofthatinstrumentcomesintothemusic?- Whathappenswhenthatvoiceismissingfromthemusic?

Whathappenswhenthedifferentinstrumentsplaythesamemusicalphrase?Howdoesthecharacterofthephrasechange?*

*ListenforthisinAstorPIazzollasCalambre,whichiscomposedasafugue.Afugueisaspecialtypeof

musicwhereeachindividualmusicalvoicehasachancetoadditsvoicetothegrouponeatatime.Eachinstrumentaddsitsvoicebytakingturnsplayingthesubjectphraseortune(melody).

Preparing to meet the musicians - generating questionsStudentscantakeamomenttoreflectuponandnotetheirresponsestothefollowingquestions:

Doyouplayorwouldyouliketoplayaninstrument?Ifso,which? Whatmusician(orotherartist)wouldyouliketomeet?Whatthreequestionswouldyouaskthis

person? Whatwouldyouliketoknowmoreaboutorbeabletodoinmusic(orinanotherartform)?

Encouragestudentstobringatleastonequestiontotheperformancethattheymightbewillingtoaskthe

musicians.

EXTENSIONANDFURTHERDISCUSSION

QuintetoLatinoisawoodwindquintet.Thewoodwindquintetisasmallchamberensemble.Often,chambeensemblesdonothaveconductorsstandinginfrontofthegroup,asorchestrasdo.Howdothemusicians

knowwhentoplay?Howdoesthegroupofmusiciansdecidewhentoplay?Whatisyourhypothesis?Seei

yourhypothesisiscorrectwhenyouexperiencetheperformance.Aftertheperformance,askthemusicians

questionstoseeifyourhypothesisiscorrect. Whatskillsareneededtobeasuccessfulmemberofamusicalensemble?(leading,following,

listeningandresponding,takingturns)Howaretheseskillsliketheskillsyouneedtobeagoodmemberofasportsteam?Yourclass?Yourschool?Yourcommunity?


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AFTERTHEPERFORMANCEDebriefDiscussion

Whatdidyounoticeabouttheinstruments? Whatdidyounoticeaboutthemusicintheliveperformance? Howdidthemusicmakeyoufeel? Whatfeelingswereexpressedinthemusic? Whereyousurprisedatanypointduringtheperformance? Whatgotyoucurious? Whatisonethingyoucouldfindoutmoreabout? Whatwasthehighpointoftheperformance? Whathaveyoulearnedaboutinlisteningtothismusic?

SAMPLE SENTENCE STEMSIheardthe__________(instrument)______express____(feeling/emotion)___________duringtheperformance.

Itwasinthepiececalled___(titleofthepiece)_______________.The________(instrument)________makesa_(adjective)______________sound.

Thesoundofthe___________(instrument)______makesmethinkof__________________.

MORE TIMBRE ACTIVITIESA. Sound Mini-field trip

1. Studentsgotoclassroomwindowsandlistencloselytothesoundsoutside,OR

2.Studentslistentoschoolandbodysoundsandrhythms;givestudentsasetamountoftimeforthisfocusedlistening.

3. Askstudentstoidentifythesoundstheyheard.4. Studentscanlabelthesoundsasfastorslow,

highorlow.

Followingareadditionalactivitiesfortheexplorationoftheconceptoftimbreinmusicandinotherareasaswell,

includingconnectionswithvisualart.Unlessotherwiseindicated,theseandtheaforementionedactivitiesare

adaptedfrommusicseedstrategiesfoundinClaudiaE.CornettsCreatingMeaningthroughLiteratureandtheArts,FourthEdition.


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MORE TIMBRE ACTIVITIES

B. Guess who?1. Apanelof5studentscomestothefront.Allstudentsclosetheireyes.2. Leadertapsonepanelmemberontheshoulder.Tappedpersonsays,

Whodidthat?loudenoughfortheentireclasstohear.

3. Studentsopentheireyesandguesswhospoke.4. Eachtimeanameisguessed,ask,Howdidyouknow?5. Coachforanswerstodescribetheuniquenessofvoices.6. Youcanrepeattheactivityandhavestudentssing,Whodidthat?Stress

thateachspeakingandsingingvoiceisunique.

C. Name that Instrument (Using a variety of hand percussion/rhythminstruments)1. Labeleachinstrument(e.g.tambourine,shaker,etc.)2. Studentsexperimentwithrhythminstrumentstobecomefamiliarwith

theirsoundqualities.

3. AstudentvolunteerstobeIT.StudentsclosetheireyesasITplaysaninstrument.

4. Studentsguesswhichinstrumentwasplayedandgivereasonsfortheirchoice.

5. Stressthateachinstrumenthasauniquesound,eventhoughsomesoundsimilar.

VARIATION:UseaCDorselectionfromyourIpodfeaturingorchestralinstrumentsorothermusicalinstruments(guitar,banjo,etc.)Olderstudentsor

moreexperiencedstudentswhocanrecognizethetimbreofmostinstrumentsmightenjoyplayingNamethatInstrumentwithapieceofmusicthatfeaturesmanydifferentinstrumentsinquicksuccession.

Piecestotry:

DanznArturoMarquez(SeeFiestaCDinResourceSection)

RodeoAaronCoplandRiteofSpringIgorStravinsky

D. Instrument cards (Using a CD or selection from your Ipod)1. Distributecardswithpicturesofinstrumentsfeaturedintherecordings.2. Askchildrentoholdupthecardthatcorrespondswiththeinstrument

whentheyhearitstimbre.EXTENSION:Havestudentscomeupwithagestureorbodyshapethatexpressesthetimbreoftheselectedinstruments.Youcanhaveadiscussionabouthowthat

gestureorshapeexpressesthetimbreoftheinstrument.Studentsthenperformthegestureorshapewhentheyhearitstimbreinthemusicselection.


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STILL MORE TIMBRE ACTIVITIES

E. ADJECTIVE BLITZ - Language Development/Academic LanguageAdaptedfrom(CatherineSchmidtJones,TimbreActivities)1. Studentslistentoexcerptsfrommusicselectionsfeaturingindividualinstruments.2. Brainstormadjectivesthatdescribethetimbreoftheindividualinstruments.Somewordsthat

musiciansoftenusetodescribetimbreare

bright/darkfull/thinheavy/lightrounded/edgy

warm rich mellow reedy brassy breathy

scratchy intense piercing strident harsh

Ifstudentshavetroublecomingupwithadjectives,youcansuggestsomeoftheabove,butencourag

themtocomeupwiththeirown.Ifstudentsontheirowncomeupwithatimbrewordthatmusicianoftenuse,pointthisout;alsostressthatcomingupwiththeirownwordsisfine,especiallyiftheyar

gooddescriptionsofsound.Oneapproachwouldbetosubstitutetouch,smellortastesensationsfo

color.Aspecifictimbremightremindastudentofasmoothorroughsurface;ofasourorsweetflavor;orofafloweryormuskyscent:silky,smooth,chocolaty,shimmery,muted.

Piecestotry

OrchestralworksbyLatinAmericancomposersfromMexico,Venezuela,ArgentinaandCuba:

ImaniWindsTheClassicalUnderground

GustavoDudamelconductstheSimnBolvarYouthOrchestraofVenezuelaFiesta

Orchestralworksforlisteningforindividualinstrumentsaswellasinstrumentfamilies:

Foryoungerstudents:LemonySnicket.TheComposerIsDead.Childrenspicturebookages5andup;includesCDwithoriginalmusicbyNathanielStookey.

BenjaminBrittenChildrensGuidetotheOrchestra

SergeiProkofievPeterandtheWolfInthisworkaparticularinstrumentisassociatedwithaparticularcharacterinthestory.Beforelisteningtothepiece,studentscanassignaninstrumentto

eachcharacter.Thentheylistentothepieceanddiscoverthecomposerschoiceofinstrument.DISCUSSION:Howdoyourinstrumentchoicescomparewiththecomposerschoiceofinstrumentsrepresentthecharactersinthestory?WhatdoyouthinkofProkofievschoices?


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Music and Visual Art = Timbre and ColorAdaptedfrom(CatherineSchmidtJones,TimbreActivities)CLASSDISCUSSION:askthestudentsiftheypreferblackandwhiteorcolorpictures;whataretheirreason

fortheirchoice?Dotheypreferpictureswithjustonecolororwithmanycolors?Why?Tellthemthatone

thethingsthatmakesmusicmoreinterestingandexcitingissometimescalledcolor.Explainthatthecoloofthesoundiswhatmakesoneinstrumentsounddifferentfromanother.Inmusic,thewordcolorrefersto

thetimbreoftheinstrumentormusic.

Materials:

Recordingsofavarietyofinstrumentalmusic;musiccanfeatureindividualinstruments(e.g.windquintetorotherinstruments).Youcanalsoworkwithrecordingsfeaturingnonwesternmusic/instrumentssuchassteeldrums,SouthAmericanpanpipes,nativeAmericanflute,Indian

sitar)

Drawingpaperandimplements(goodqualityofferingrich,vibrantcolors)inavarietyofcolors;youcanusepastels,crayons,markers,colorpencils

1. Studentslistentoexcerptsofpiecesfeaturingindividualinstruments.Askthemtoimaginethattheycanseethesounds.Askthemwhatcoloreachinstrumentsoundwouldbeiftheycouldseeit.

Encouragenamingspecifichues.Doesabassoonsoundlikeseagreenorlilac?Isaflutebrightgreenorshimmeryblue?Theseareexercisesfortheimagination.Differentsoundsaffectpeopledifferentltherearenorightorwronganswers.

2. Havethestudentslistentolongerexcerptsofinstrumentalmusic.Whilelistening,theycanmakeadrawingofanythingthatthemusicmakesthemthinkof.Thedrawingcanbeabstractperhapscirclesofyellowconnectedwithredsquigglesorrepresentational:amysteriousgardeno

forest.

3. Studentspresenttheirpictureandexplainwhythemusicmadethemthinkofthosecolors,shapesoobjects.Encourageexplanationsthatlinkspecificcolors,shapesorobjectstospecifictimbresinthe

music.

EXTENSION:studentscancreateartworkthatreflectsotheraspectsofthemusic(forexample,emotion

content,historicalorculturalcontext)aswellastimbre.Providehighqualityartmaterialsforstudents

toworkwith;studentscandisplayorpresenttheirworkwithaparagraphtheygenerateexplainingthe

musicalinspirationforspecificaspectsoftheartwork.


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Music and Social Science

MusicsroleandpurposeasanexpressionofcultureCommunityMusicMapGroupActivity

Whenismusicusedinourlives?Whatcelebrations,ceremoniesortraditionshavespecialmusic?Musicshowsupinourmostimportantceremoniesandtraditions,frombirthdaystoNewOrleansstylefunerals.Studentscanconsidertheroleandpurposeofmusicintheirlivesandtheircommunitythroughcreatinga

communitymusicmap.Studentsbrainstormwheremusichappensintheircommunitytheycangetspecificinnamingtheplaces

Theythenidentifythepurposeofthemusicinthatparticularsetting.Studentscancreateatableasfollowtohelporganizetheirthoughtsandideas:

Places in the community where music happens Purpose of music in these settingsHome

with my family in my room radio internet TV

Entertainment enjoyment Celebration: sing happy birthday Relaxation - background music when I do

homework

School Music class Circle time Football games

Learning Playing and having fun Special clean-up song Team spirit

Church, synagogue, mosque Prayer Special ceremonies: weddings, bar

mitvahs, Sunday services Funerals

Express happiness or sadness with others Brings people together

Public spaces Free outdoor concerts Music at festivals The airport

Brings people of a whole city or towntogether

Enjoy performances Create an atmosphere

Restaurants Live music Juke box Recorded background music

Entertainment Relaxing background Particular ambience create a mood to

go with the food Express culture

Indoor concert venues Large scale arenas Performing arts halls Theatres Dance halls / discos

Entertainment / enjoyment Recreation and play Gathering with friends

Gyms Fitness machines Fitness classes Pace exercise

Super markets Background Express culture


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Studentsthendrawamapofthevariousplacesintheircommunitywheremusichappens.Themapcanreflectrelativelocationsofthevarioussiteswheremusicisfoundintheircommunities,includingstreets

andlandmarksorthemapcansimplybeamoregeneralizedvisualrepresentationofthesitesfoundintheirparticularcommunity.SeetheActivitiesSheetssupplementofthestudyguideforanexample.

DISCUSSION:

Whatkindofmusicisplayedinthesesettings?- Whatdoesitsoundlike?-

Whatisthemusicfor?Whatisthepurposeofthemusicinthissetting? Whoplaysthemusic? Whatinstrumentsareused? Whenwasthemusiccomposed?

CRITICALTHINKING:

Whywouldaculturecreatethiskindofmusic? Howhasthemusicchangedovertime? Howdoesmusicexpresswhoyouare? Howdoesmusicexpresstheculturethatmadeit? Howmightthecommunitymusicmaplookdifferentforastudentofanotherculture?Forachild

fromcolonialAmerica?Foraslavefromthesouthernstates?

Geography through Music

SeetheActivitiesSheetssupplementofthestudyguideforadditionalmaterialsincludingcontinent,worldmapsand

mapsofindividualcountriesforthefollowingactivities:

Map/Researchskills

A.Usinganatlas,globe,orothertoolintheclassroomoronline

Studentsidentifythecontinents,countries,andculturalregionsfromwhichthemusicfeaturedintheperformanceoriginates(Seerepertoirelistedonp.1).Studentsalsolocatethemselvesandtheirfamilys

countryoforiginonthemaps.

Studentscanwriteinandmatchthevariouswordsformusic(SeeVocabularyonp.3oftheStudyGuide)witthecorrespondingcountriesontheWorldMapORonthesheetfeaturingtheIndividualCountries.

B.Usingasinglecountrymap[OutlinemapsofMexicoandArgentinaincludedORstudentscantracetheshapeof

othercountriesforthisactivity.]

Studentschooseoneofthefeaturedcomposersintheperformance. Onthemap,studentsdisplaythecomposersbirthplace,citieswherethecomposerlivedandworked(e.g.,

wherethecomposerstudied)andthecomposersburialplace,ifdeceased.Thedatesforeachitemcanbe

included.

C.ComposerTimeline Studentscreateatimelineofthecomposerslife,mostimportantworksandothermilestones.Includevisual

images(pictures,drawings)alongtheline.Forimaginativetimelinedesignsideas,see

theDKChildrensBookofArt.

CreateaninteractivetimelineonlineusingVUVOX.Vuvoxallowsuserstocreatecollagesthatallowembeddiofmedia,includingvideo,musicaswellasimagesthatcanbegatheredonline(oruploadyourown).Freeuseaccounts.http://www.vuvox.com/collageSeeasampletimelineat

http://www.vuvox.com/collage/detail/01b43aa0b0


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ResourcesChildrensBooks

Brandenburg,Aliki.(2003).Ah,Music!.NewYork:HarperCollinsPublishers.

Snicket,Lemony.(2009).TheComposerIsDead.NewYork:HarperCollinsPublishers.

DKChildrensBookofArt.(2009).DorlingKindersleyLimited.NewYork:DKPublishing

TeachersBooks

Cornett,ClaudiaE.(2011).CreatingMeaningthroughLiteratureandtheArtsArtsIntegrationforClassroomTeachers

Fourthedition.Boston:PearsonPublishing.

Copland,Aaron.(1985).WhattoListenforinMusic.NewYork:NewAmericanLibrary,adivisionofPenguinGroup.

Recordings

ImaniWindsTheClassicalUnderground.(2005)KochInternationalClassics

ImaniWindshasestablisheditselfasoneofthemostsuccessfulchambermusicensemblesintheUnitedStates.TheGrammynominatedquintethastakenauniquepath.Withtwomembercomposersandadeepcommitmenttocommissioningnewwork,

thegroupisenrichingthetraditionalwindquintetrepertoirewhilemeaningfullybridgingEuropean,American,AfricanandLatiAmericantraditions.http://www.imaniwinds.com/index.php

GustavoDudamelconductstheSimnBolvarYouthOrchestraofVenezuelaFiesta.(2008)DeutscheGrammaphonGmbH

GustavoDudamelandtheSimnBolvarYouthOrchestraofVenezuelacelebratethebestinLatinAmericanmusic,whichisall

aboutdance,aboutrhythm(Dudamel).Theysettheconcerthallafirewithanenthusiasticfervorthelikesofwhichnoneofushadeverwitnessedfromasymphonyorchestra(LosAngelesTimes).

http://www.gustavodudamel.com/http://www.fesnojiv.gob.ve/en/thesimonbolivaryouthorchestraofvenezuela.html

InternetSites

Connexionsisaplacetoviewandshareeducationalmaterialmadeofsmallknowledgechunkscalledmodulesthatcanbeorganizedascourses,books,reports,etc.Anyonemayvieworcontribute.Articlesonnumeroustopicsincludingvisualand

performingarts;musicmodulesincludeSoundandMusicActivities;ClassifyingMusicalInstruments;andTimbre:theColorofMusi

http://cnx.org/

PresentationMagazineoffersfreeanddownloadablePowerPointtemplatesfeaturingavarietyofstylesandimages,includingworldmapsandmapsofindividualcountries.

www.presentationmagazine.com

SFSKidsFunwithMusicAprojectofthetheSanFranciscoSymphony(SFS)Thiswebsite,inconjunctionwithliveperformances,providesagreatwayforpeopleofallagestohear,learn,andhavefunwithmusic.

ClickonInstrumentsoftheOrchestratolearnaboutinstrumentfamilies.

http://www.sfskids.org/templates/home.asp?pageid=1

TipsonAudienceEtiquettebyKimJ.Tealhttp://kjt.glis.net/tealflutestudio/Etiquette.html

VUVOXallowsuserstocreateinteractivecollagesthatallowembeddingofmedia,includingvideo,musicandimagesthatcanbegatheredonline(oruploadyourown).Usefulandengagingtooltocreateinteractivetimelines.Freeuseraccounts. http://www.vuvox.com/collage

Seeasampletimelineathttp://www.vuvox.com/collage/detail/01b43aa0b0


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Nuestras Races de Msica

Our Musical Roots

Name:" " " "!Grade:" " " "!

Copyright:QuintetoLa3no2010

Instruments of the Wind Quintet

1. On the line closest to each instrument, write the corresponding letter with theinstrument name. Four of these instruments belong to the woodwind family. Which doesnot? " " " What instrument family does it belong to? " " "!

2. Complete the table.


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Music in My Community

AT SCHOOL:Learning lessonsWorkingHaving fun

AT HOME:Having funCelebrationRelaxation

AT PLACESOF WORSHIPCelebrationsFuneralsReflectionPrayer

AT ARESTAURANTSet a mood

Express culture

AT THE GYM Pace exercise

AT SPORTS EVENTSTeam spiritFans rally team

AT A CONCERT HALLListening pleasure

CopyrightQuintetoLatino201

What is the music for?


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Nuestras Races de Msica Our Musical RootsContinent Map

1. Write the names ofthe continents on thelines as shown on themap. You can use anatlas to find thecontinent names.2. Draw an arrow fromthe YOU ARE HERE signto the location of yourschool on the map.

YOU ARE HERE

DIRECTIONS

Name:

____________

______

Name: __________________

Adaptedfromeditablevectormapoftheworldby

PresentationMagazinewww.presentationmagazine.com

Name: " "!Grade: " "!



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Nuestras Races de Msica Our Musical RootsWorld Map Indivudual Countriesndividual Countries

Thegroupofcountriessouthof

theUnitedStatesisknownas

__________t__________

______m______________________.

Circlethecountriesincludedinthisgroup.

Ilivehere.

Myfamilycomes

fromhere.

DIRECTIONS:1.DrawanarrowfromtheIliveheresigntothe

locationofyourhomeonthemap.2.DrawanarrowfromtheMy

familycomesfromheresigntoyourfamilyscountryoforigin.

3.Writethemissingletterswhichspellthenameoftheregionsouthof

theUnitedStates.4.WhatcontinentliesnorthofAfrica?_______________

Drawaboxaroundthecountriesfoundonthiscontinent.

Adaptedfromeditablevectormapoftheworldby

PresentationMagazinewww.presentationmagazine.com




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1Nuestras Races de Msica Our Musical RootsIndividual countries

(Not to scale)

DIRECTIONS1. Write the name of the country on the line below the countrys shape.2. Draw a ring around the countries found in Latin America. What language isspoken in these countries? _____________3. Put a check mark next to the countries found on the continent of Europe.4. Draw a line from the composer or song to his/her country of origin. Onecomposer can be matched to two countries.5. Which country is your family from? ______________COUNTRIES " " "COMPOSERSArgentina " " "Billy StrayhornAustria " " "Carmen Melendez RomeroEngland " " "Gyrgi LigetiGermany " " "Wolfgang Amadeus MozartMxico " " "George Friedrich HndelRomania " " "Astor PiazzollaSouth Africa" " "Siyahamba (Marching Song) TraditionalUnited States of America (USA)




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1

MEXICO

COMPOSERS NAME: ! ! !"

DIRECTIONSDisplay on the mapthe composersBirthplaceCities where thecomposer lived andworkedBurial place, ifdeceasedInclude the year(s)for each itemThe pin locates the capitalof Mexico; write this citysname on the map.

Name: ! ! !"Grade: ! ! !"

Copyright: Quinteto Latino 2010Adapted from editable world map byPresentation Magazine | www.presentationmagazine.com


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1

World Map

COMPOSERS NAME: ! ! !

Name: ! ! !"Grade: ! ! !"

Adapted from editable world map by

DIRECTIONSDisplay on the map thecomposersBirthplaceCities where thecomposer lived andworkedBurial place, if deceasedInclude the year(s) foreach itemThe pin locates thecapital of Argentina; writethis citys name on themap.

Documents

Study Guide: Quinteto Latino