Opening Nights In Class: PRISM Resource Packet

PRISM

RESOURCE PACKE T PRISM is presented by Opening Nights at FSU in collaboration with the College of Music

SPONSORED BY

proud to help support arts programming for The Boys and Girls Club of the Big Bend

ABOUT PRISM Featuring students from Florida State’s top-ranked College of Music, PRISM offers a wide array of entertainment from the amazing band program, including concert bands and wind ensembles, smaller chamber groups, jazz ensembles, the Marching Chiefs, and many more exciting groups. The Tallahassee Democrat put it best: “PRISM’s contrast between traditional fare and more experimental groups may be one of the reasons behind the program’s success. Because of its design, [the performance] offers a unique show depending on where an audience member sits.” Get to PRISM early to find your seats and read the program!

OPENING NIGHTS IN CLASS K-12 RESOURCE COMMITTEE The Opening Nights in Class K-12 Resource Committee was formed in 2020 to provide expert support, specialized knowledge, input and feedback in collaboration with Opening Nights and visiting artists to ensure high-quality delivery of educational programs for a K-12 audience.

COMMITTEE MEMBERS Mary Register – LCS Curriculum Developer for LCS Elementary Music Emma Haley – Band Director at Swift Creek Middle School Shane Syfrett – LCS Director of Professional Learning Tasha Weinstein – WFSU Education and Engagement Manager Dr. Christopher Small – Arts Advocate Award 2020 Winner Nathan Archer – Director of Innovation Research Dissemination at the Florida Center for Reading and Research (FCRR) Dr. Lakeisha Johnson – School of Communication Science and Disorders Faculty and FCRR Affiliated Faculty Assistant Professor Dr. Brooke Hobbs – FAMU K-12 School Gifted Teacher Dr. Greg Jones – Associate Dean for Outreach and Engagement, College of Music Amanda Cole – FSU Multimedia Design Specialist and Art Education Master’s Student Calla MacNamara – Opening Nights Education and Engagement Manager

ABOUT THE PRISM 2021 RESOURCE PACKET Created by a team of educators and researchers with Florida Standards in mind, the ON in Class K-12 Resource Committee packet acts as a curricular-based educational guide with activities that can be used in everyday learning. Teachers and parents will find classroom resources for students ranging from Kindergarten through Middle School.

Students will learn about all the diverse instruments featured in PRISM; how musicians handle the instruments to create sound; how different sounds come together to form a completed musical piece; how to reflect, discuss, and gain a wider understanding of the musical world. Mostly importantly, students will enjoy the show!

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INSTRUMENTS OF THE BAND MU.3.C.1.3, MU.4.C.1.3, LAFS.K12.L.3.4

The musical ensemble known today as a “band” consists of three families of instruments: woodwinds, brass, and percussion. Each family is characterized by how the sound is made on that instrument.

Woodwinds All woodwind instruments—except the flute—use a reed to make a sound. A reed is made from a special cane wood and fits on the mouthpiece of the instrument. The first flutes were originally made of wood, not metal!

Brass Brass instruments are played by buzzing your lips into a metal mouthpiece like the photo on the left.

Percussion Percussion instruments are played by striking the instrument with a stick, mallet, or your hands.

Flute Clarinet Saxophone Oboe Bassoon

Trumpet French Horn Trombone Euphonium Tuba

Snare drum Bass drum Cymbals Triangle Xylophone

If you’d like to see each instrument and hear how it sounds, check out this video from the professional musicians in the Army Field Band! youtu.be/CCTeSjpDsIs

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BE A DRUMMER: PLAY THE WAR CHANT! MU.K.C.1.1, MU.4.C.1.2

Anyone who has attended a Florida State football game will recognize the epic sound of the Marching Chiefs playing the War Chant. Just four notes and a simple but memorable drum riff have the ability to electrify 80,000 fans in the football stadium! You will get to hear the FSU Marching Chiefs play the War Chant at the PRISM concert.

Let’s learn to read the drum music for the War Chant, then give you a chance to play along.

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Step 1: Know your sticking In percussion music, sometimes it will tell you the “sticking,” or which hand to use to play each note.

R = right hand L = left hand

Step 2: Know the accents Accents, shown under the note using the “>” symbol, tell us which notes need to be louder than the other notes. This music shows that every fourth note is louder than the others.

Step 3: Listen and Play Along!

Listen to this recording of the War Chant, played by the Marching Chiefs: youtube.com/watch?v=Hg1W38Qc4ZA Do you hear the drums at the beginning? This is the part that you will be playing. Alternate using your right and left hands and make sure you play the accented notes. Feel free to get into it and listen out for the War Chant at the end of the PRISM Concert!

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GUIDED LISTENING MU.K.C.1.2, MU.1.C.1.1, MU.2.C.1.2, MU.2.C.1.1, MU.2.C.1.2, MU.4.C.1.2, MU.5.C.1.2, MU.68.O.3.1, LAFS.K12.RL.3.7

FSU Fight Song bit.ly/3dHsp9S A “fight song” is a school song played at sporting events, school graduations, and more.

Each college football team has a fight song unique to them, sometimes written specially for their school by a composer (someone who writes music).

Florida State’s fight song was written in 1950 by FSU College of Music professor, Thomas G. “Tommie” Wright. Wright wrote the song in only 20 minutes during his lunch break, not knowing it would become the famously known tune it is today.

“I’ve written lots of songs, but the only thing this world will remember me for is a 16- bar fight song (that) took me about 20 minutes (to write).”

- Thomas G. “Tommie” Wright

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After listening to the FSU Fight Song performed by the Marching Chiefs, answer the following questions or discuss them as a class.

Using your new knowledge of the band instruments, what instruments do you hear in this recording?

Give three words to describe the mood of this piece of music.

If this were music from a movie scene, what would be happening in the scene?

Feel free to illustrate your answer to this question!

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PICTURE MATCHING ACTIVITY Match the pictures with the correct word from the word bank.

LAFS.K.RL.3.7, MU.3.C.1.3, MU.4.C.1.3

BRASS

JAZZ GROUPS

PERCUSSION

WOODWINDS

WORD BANK •

Clarinet

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Xylophone

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Saxophone

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Cymbals

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Electric Guitar

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Tuba

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Piano

•

Trumpet

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WORD SEARCH D

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LAFS.K12.L.3.4, LAFS.K.RL.3.7

WOODWINDS

BRASS

PERCUSSION

JAZZ GROUPS

Flute

Trumpet

Snare

Drums

Piccolo

Horn

Cymbals

Electric Guitar

Oboe

Trombone

Bells

Piano

Bassoon

Euphonium

Xylophone

Clarinet

Tuba

Marimba

Saxophone

Gong

Created in partnership with

The Florida Center for Reading Research (FCRR) is a multidisciplinary research center at Florida State University. FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.

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COLORING SHEET

Now that you have seen PRISM at FSU, what would your PRISM uniform look like if you created your unique version of PRISM? What colors would you use to reflect your style?

FLORIDA STANDARDS INDEX ELEMENTARY MUSIC BENCHMARKS FOR PRISM Kindergarten: MU.K.C.1.2 Identify various sounds in a piece of music.

MU.K.C.1.1 Respond to music from various sound sources to show awareness of steady beat.

LAFS.K.RL.3.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

1st Grade: MU.1.C.1.2 Respond to music from various sound sources to show awareness of steady beat.

MU.1.C.1.1 Respond to music from various sound sources to show awareness of differences in musical ideas.

2nd Grade: MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.

MU.2.C.1.1 Identify appropriate listening skills for learning about musical examples selected by teachers.

3rd Grade: MU.3.C.1.3 Identify families of orchestral and band instruments.

MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual interpretations.

4th Grade: MU.4.C.1.3 Classify orchestral and band instruments as strings, woodwinds, brass, percussion or keyboards.

MU.4.C.1.2 Describe using correct music vocabulary, what is heard in a specific musical work.

5th Grade: MU.5.C.1.3 Identify aurally, selected instruments of the band and orchestra.

MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work.

MIDDLE SCHOOL MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works.

MU.68.C.1.3 Identify, aurally, instrumental styles and a variety of instrumental ensembles.

MU.68.O.3.1 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

ALL GRADE LEVELS LAFS.K12.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate LAFS.K12.RL.3.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Search Florida Standards here: cpalms.org/Public/search/Standard

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