MAGICAL MOZART & MACAROONS STUDY GUIDE
The Colburn School Conservatory of Music and The Broad Stage present
Magical Mozart & Macaroons
13 / 14 SEASON
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Student Matinee
TUE / MAR 11 10 AM THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
MAGICAL MOZART & MACAROONS STUDY GUIDE
EDUCATION AND OUTREACH STAFF Amy Kirkland, Associate General Manager Carolyn Palmer, Artistic Programming Manager Alisa De Los Santos, Education and Outreach Coordinator Klarissa Leuterio, Education and Outreach Assistant Jackie Rosas, Education and Outreach Assistant CONSULTANTS Kenneth Harrison, Curriculum Writer Jonathan Ng, Designer
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Education and Outreach at The Broad Stage is supported in part by Austin and Virginia Beutner, Eisner Foundation, Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission, City of Santa Monica and the Santa Monica Arts Commission, Herb Alpert Foundation, John W. Carson Foundation, The Rosalinde and Arthur Gilbert Foundation, The Green Foundation, SMC Associates, Matthewson Charitable Trusts, The Roth Family Foundation, Bank of the West, the Ralph M. Parsons Foundation and the Dwight Stuart Youth Fund.
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13 / 14 SEASON
EDUCATION & OUTREACH Phone 310.434.3560 education @thebroadstage.com thebroadstage.com/artsed
MAGICAL MOZART & MACAROONS STUDY GUIDE
Greetings from The Broad Stage! Dear Educators, We are excited to continue our partnership with The Colburn School Conservatory of Music to present Magical Mozart & Macaroons! This season, five of Colburn’s talented young musicians – a violinist, violist, two double bassists and a flautist – will be joining us on stage for this imaginative journey into the world of Mozart’s music.
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In preparation for the performance, we ask that you take a few minutes to look through this study guide. It contains teaching resources for you to use in your classroom and each lesson is based on California Core and VAPA State Standards. Our hope is to support your efforts not only in preparing students for this particular program, but in integrating the arts into other aspects of your students’ day to day learning process. Thank you for taking this journey with us and for your continued dedication to your students’ academic and artistic development. We’ll see you at Magical Mozart &Macaroons! Sincerely, Alisa De Los Santos Education & Outreach Coordinator Delossantos_Alisa@smc.edu
Klarissa Leuterio Education & Outreach Assistant Leuterio_Klarissa@smc.edu
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Music is everywhere in today’s world, just like it was in Mozart’s time. Although the popular music of the time sounded very different, it can still make us want to dance, sing, imagine new places and feel different emotions. Throughout this musical journey, you and your students will be invited to activate your imaginations and join the musicians in an adventure exploring the beat, tempo, melody, variations and dynamics of a few of Mozart’s many well known creations.
CONTENTS
Contents Lesson 1: Instruments Speak Worksheet 1: Instrument Families Worksheet 2: An Instrument Conversation
Lesson 2: Mozart: The Man Behind the Music Worksheet 3: All About Mozart
Lesson 3: A MadLib Concert Review
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Appendix Additional Resources California State Standards
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Worksheet 4: My Concert Review
LESSON 1
Instruments Speak! (45 minutes) Grade Levels 2-5 Materials: Worksheet 1: Instrument Families, Worksheet 2: An Instrument Conversation Goals: 1) Students will be introduced to the instrument families, instruments, and their “voices.� 2) Students will be introduced to the different musical ensembles they will hear at the performance. 3) Students will learn that themes/statements from each instrument are related to the overall musical dialogue.
PART 1 Engagement Ask students to share how many people are in their family. Explain that instruments have families just like we do! Some are closely related, while others are more like distant relatives. Ask students who they most closely resemble in their family? Explain that the string family is made up of instruments that resemble each other: the bass, cello, viola, and violin. Notice how each instrument in the string family looks similar and different. Ask students to point out the similarities and differences. Introduce the woodwind family and tell students that they will be hearing some of the woodwind family during the concert. There will be music for the bassoon and the flute in the performance. Mozart also composed for the oboe and the clarinet. Explain that the students will be hearing several different pieces during the performance and the instruments featured are violin, viola, two double basses and a flute. Find those instruments and their families on the Instrument Families worksheet. Explain that sometimes during the performance, the instruments will play in groups and sometimes alone. Introduce the concept of a quintet, quartet, trio, duet/duo, and solo by relating it to a family gathering. Think about a time when your whole family talks together (ex. telling about your day at the dinner table). Would your family be considered a quartet, trio, duo, or other?
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13 / 14 SEASON
Distribute Worksheet 1: Instrument Families to students.
LESSON 1
PART 2 Activity Discuss the different ways that we use our voices when we talk or sing (ie. Loudly, softly, quickly, slowly, etc). Distribute Worksheet 2: An Instrument Conversation and read the introduction together as a class. Pair students up and have them sing the conversation outlined in the worksheet, reminding them to be creative in the ways that they use their voices.
PART 3 Reflection
This worksheet and activity can be completed in pairs or as an entire class, depending on students’ grade level and abilities.
Lead a group discussion about how the singing conversations went in groups. If the activity was completed as a large group, ask students for observations about the participants singing, how they used their voices, etc. Ask students the following:
• Was each person clearly heard? • Were there times that the conversation seemed to flow? • How might the music you will hear sound like a conversation of instruments? • How can instruments “talk” without using words?
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Once each pair has sung through the conversation, ask for volunteers to recreate their conversation for the class.
LESSON 2
The Man Behind the Music (45 minutes) Grade Levels 2-5 Materials: Worksheet 3: All About Mozart, colored pencils or crayons Goals: 1) Students will learn about Mozart’s life and work. 2) Students will learn about musical forms.
PART 1 Engagement Distribute Worksheet 3: All About Mozart to students. Guide students through the biography of Mozart or have the students read it on their own. Complete Worksheet 3 by having students illustrate the part of Mozart’s life that they find most interesting.
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Review the vocabulary words (compose, symphony, concerto, string quartet, opera) outlined on Worksheet 3.
PART 2 Activity Explain that Mozart composed his music so that the sounds would paint pictures in our minds. Using different sounds, composers can create a visual scene! We are going to “paint” a picture with sound. Warm up by singing “Twinkle Twinkle Little Star” together: “Twinkle Twinkle Little Star, How I Wonder What You Are Up Above The World So High, Like A Diamond In The Sky Twinkle Twinkle Little Star, How I Wonder What You Are” Brainstorm sounds that can be made with the body (ie. Snaps, claps, clicks, whistles) that might call to mind the words and ideas expressed in “Twinkle Twinkle Little Star”. Demonstrate using sounds or body-percussion to replace words or phrases (ie. Snapping instead of saying “Twinkle twinkle”, etc.) Group students into small groups of 3-6. Challenge each group to come up with a different body-percussion sound to replace the words. Remind students that the sounds should relate to the scene (night, stars, shiny, etc.) Invite each group of students to take turns performing their compositions for one another.
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This worksheet and activity can be completed in pairs or as an entire class, depending on students’ grade level and abilities.
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Ask students if there was anything surprising in the biography. What other things would they like to know about Mozart’s life?
LESSON 3
MadLib Concert Review (30 minutes) Grade Levels 2-5 Materials: Worksheet 4: My Concert Review, colored pencil or crayons Goals: 1) Students will evaluate the performance.
PART 1 Engagement Ask students about their impressions of the concert.
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Ask students to share the following in partners or as a group: What emotion(s) did the music make you feel? Where did you travel to in your imagination? What about the music made you think of those feelings/those places?
PART 2 Activity Distribute Worksheet 4: My Concert Review. Direct students to complete the worksheet on their own or in pairs. (Note: For younger students, the worksheet can be completed as a group activity with teacher direction.)
Take it Further! Imagine that you are a musician in a band and your band leader needs some new instruments: A woodwind instrument that sounds like the winter wind A brass instrument that sounds like a surprised shout A percussion instrument that sounds like an elephant walking A string instrument that sounds like a girl singing Pick one (or more) of the ideas above and create an instrument that fits the description. Tell us it’s name, what it looks like and what kinds of sounds it make. (Don’t forget – most instruments look and sound like the others in their instrument families!)
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What was their favorite part? What was their favorite instrument? How did that instrument sound? Did they learn anything new about Mozart? Was there anything they didn’t like about the concert?
WORKSHEET 1
Instrument Families
Violin
Viola
Cello
Double Bass
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The String Family
2
Please see instrumentalists pictures for scale.
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WORKSHEET 1
Instrument Families
Flute
The Woodwind Family Piccolo
Bassoon
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Clarinet
Oboe
(There are other woodwind instruments not pictured here)
Please see instrumentalists pictures for scale.
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WORKSHEET 1
Instrument Families
The Brass Family
Tuba
French Horn
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Trombone
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Trumpet
(There are other brass instruments not pictured here)
Please see instrumentalists pictures for scale.
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WORKSHEET 1
Instrument Families
The Percussion Family
Snare Drum
Timpani
(Not in this recording)
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Harp
Grand Piano
(There are many other percussion instruments not pictured here)
Please see instrumentalists pictures for scale.
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WORKSHEET 2
An Instrument Conversation Mozart was a master of creating conversations among different instruments. Each instrument has a part in the conversation. Use the conversation below to have a musical talk by singing to express your thoughts! *** Try singing or speaking loudly, softly, slowly or quickly***
Student 1: “Hello, how are you?” Student 2: “I’m fine, thanks. What’s new?”
Student 1: “I’m excited about the strings!” Student 2: “Yeah, Mozart makes them sing!”
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Student 2: “To play them you need your breath.”
Student 1: “Which one was Mozart’s fave?” Student 2: “I heard clarinet was the rave!”
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Student 1: “Aren’t the woodwinds the best?”
WORKSHEET 3
Compose: to write or create a work of music
All About Mozart
Symphony: a long piece of music for a large band or orchestra
Wolfgang Amadeus Mozart was one of the world’s most important composers. He was born in Austria on January 27th, 1756 and had a talent for music from the start. At the age of 4, he started to compose his own original music! Word began spreading about this amazing child genius, so his father took him on the road to show him off. Mozart traveled all over Europe performing for royalty and meeting famous musicians. He didn’t spend his entire life on tour. He wound up settling down in Vienna, Austria. He performed in concert as a solo pianist and composed many of his most beloved symphonies, concertos, string quartets, and operas. He married a singer named Constanze.
Concerto: a piece of music for a large band or orchestra that highlights one instrument
Opera: a dramatic piece in which singers and musicians perform with text and music and dance
String Quartet: group of four musicians playing string instruments
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Unfortunately Mozart’s career life was short. In September of 1791, at only 35 years old, he became very ill and died just a few months later. Mozart never got to complete his final work - the Requiem Mass - but it was finished by another composer and is one of his most famous pieces.”
WORKSHEET 4
My Concert Review My favorite part of today’s Mozart performance was when the ______________ played ____________________________________. I liked it because _______________. It made me feel ________________. I could imagine the instruments talking about ____________________ as they took turns playing notes. The performers seemed to be enjoying themselves because ______________________________________________. I knew the crowd enjoyed it because they ____________________.
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I think he would be proud to hear his music performed at the Broad Stage, and would probably want to sit in the front row so he could _____________________________________________________________.
Draw a picture of your favorite moment from the concert.
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I think that if Mozart were alive today, his favorite song would be _____________________ because _______________________________.
ADDITIONAL RESOURCES
Additional Resources LISTENING RESOURCES Below are links to the full pieces played during the performance. MOZART Sonata for bassoon and cello in B-flat major, K. 292, http://www.youtube.com/watch?v=GNTmrp4t1qI MOZART Duo for violin and viola in G major, K. 423 http://www.youtube.com/watch?v=eOWqcDB9rGU MOZART Flute Quartet in D major, K. 285 http://www.youtube.com/watch?v=7VyTLwIJkyE MOZART Eine Kleine Nachtmusik http://www.youtube.com/watch?v=o1FSN8_pp_o MOZART Symphony No. 40 in G minor, K. 550 http://www.youtube.com/watch?v=JTc1mDieQI8
More on Mozart Dallas Symphony has a great resource for classical music. Here’s a link to their page about Mozart that also includes audio clips of a few pieces: http://www.dsokids.com/listen/by-composer/wolfgang-amadeus-mozart.aspx BBC also has a page on Mozart with a fun little game: http://www.bbc.co.uk/schools/primaryhistory/famouspeople/wolfgang_amadeus_mozart/
Exploring Instruments Carnegie Hall’s - Britten’s Young Person’s Guide to the Orchestra Game: http://www.carnegiehall.org/Article.aspx?id=4294972032 Carnegie Hall Toolbox – Music resources for grades K-3: http://www.carnegiehall.org/toolbox/ Instrument information and demonstration: http://www.philharmonia.co.uk/explore/make_music; http://www.philharmonia.co.uk/explore/instruments Wikipedia has audio clips that feature specific instrument solo, for example: https://en.wikipedia.org/wiki/Basoon
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MOZART Overture to The Marriage of Figaro http://www.youtube.com/watch?v=ikQNFqVkNNc
GLOSSARY
Glossary articulation • the way in which a note or piece was played
quartet • a group of four singers or instrumentalists performing together
beat • basic unit of time; rhythm or pulse compose • to write or create a work of music
quintet • a group of five singers or instrumentalists performing together
concerto • a piece of music for a large band or orchestra that highlights one instrument
scale • a group of notes in order by ascending or descending pitches
duet • two singers and instrumentalists performing together
solo • a singer or instrumentalist performing alone
dynamics • the volume at which a note or a piece is played
string quartet • group of four musicians playing string instruments together
melody • the main tune in a piece of music
symphony • a long piece of music for a large band or orchestra
movement • a piece of music from a longer work that can stand alone
orchestra • a large group of musicians who play together using various instruments, usually including strings, woodwinds, brass and percussion
theme • a recognizable melody that is repeated and varied throughout a piece of music trio • a group of three singers or instrumentalists performing together
pitch • the highness or lowness of a sound pulse • repeating, identically spaced beats in music
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opera • a dramatic piece in which singers and musicians perform with text, and dance
tempo • the speed at which a piece of music is played
MAGICAL MOZART & MACAROONS STUDY GUIDE
VAPA and California Common Core Standards LESSON 1
building on others’ ideas and expressing their own clearly
Grade 2 VAPA 1.0 ARTISTIC PERCEPTION Listen to, Analyze, and Describe Music 1.5 Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music. 4.0 AESTHETIC VALUING Analyze and Critically Assess 4.1 Use the terminology of music in discussing individual preferences for specific music. Derive Meaning 4.3 Identify how musical elements communicate ideas or moods.
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SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Grade 3 VAPA
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. Grade 4 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Grade 5 COMMON CORE SPEAKING & LISTENING
1.0 ARTISTIC PERCEPTION Listen to, Analyze, and Describe Music 1.4 Identify visually and aurally the four families of orchestral instruments and male and female adult voices. 4.0 AESTHETIC VALUING 4.3 Describe how specific musical elements communicate particular ideas or moods in music. COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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COMMON CORE
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
MAGICAL MOZART & MACAROONS STUDY GUIDE
VAPA and California Common Core Standards LESSON 2
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade 2 VAPA 2.0 CREATIVE EXPRESSION 2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments. 4.0 AESTHETIC VALUING 4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music. 4.3 Identify how musical elements communicate ideas or moods COMMON CORE SPEAKING & LISTENING
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a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Grade 3 VAPA
d. Explain their own ideas and understanding in light of the discussion. Grade 4 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Grade 5 COMMON CORE SPEAKING & LISTENING
4.0 AESTHETIC VALUING 4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics. 4.3 Describe how specific musical elements communicate particular ideas or moods in music.
1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly b. Follow agreed-upon rules for discussions and carry out assigned roles.
COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
MAGICAL MOZART & MACAROONS STUDY GUIDE
VAPA and California Common Core Standards LESSON 3
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Grade 2 VAPA 3.0 HISTORICAL AND CULTURAL CONTEXT 3.3 Describe music from various cultures. 4.0 AESTHETIC VALUING 4.3 Identify how musical elements communicate ideas or moods. 4.4 Respond to a live performance with appropriate audience behavior. COMMON CORE SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
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b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Grade 3 VAPA 4.0 AESTHETIC VALUING 4.1 Select and use specific criteria in making judgments about the quality of a musical performance. 4.3 Describe how specific musical elements communicate particular ideas or moods in music. COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
Grade 4 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Grade 5 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
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a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
d. Explain their own ideas and understanding in light of the discussion.