Click here to load reader

Six Flags over Texas Study Guide

  • View
    226

  • Download
    0

Embed Size (px)

Text of Six Flags over Texas Study Guide

  • Dear Teachers, The musicians and staff of the Fort Worth Symphony are eager to share our love of symphonic music with you and your students this school year! Well discover the six nations whose flags have flown over the Lone Star State and well sample the music of each nation from France and Spain to the Republic of Texas and the United States as we review the history of our home state. The program includes the following works:

    Penella: El Gato Montes Bizet: Farandole from Larlesienne Suite No. 2 Guzar: Guadalajara Marsh/Wright: Texas, Our Texas Traditional: When Johnny Comes Marching Home Sousa: The Stars and Stripes Forever Swander/Hershey: Deep in the Heart of Texas

    The materials in the study guide bring together many disciplines including reading, history, geography, and cultural studies. The materials meet multiple TEKS objectives, as listed on page 4. Please contact me with any questions. We look forward to performing for you and your students! Warm regards, Lindsey Stortz Branch Director of Education & Community Programs Fort Worth Symphony Orchestra Association 817.665.6500, ext. 102

    These materials are for educational use only in

    connection with the Adventures in Music

    program of the Fort Worth Symphony Orchestra.

    Adventures in Music:

    Six Flags over Texas

  • 2

    Six Flags over Texas:

    Table of Contents

    Before, During, and After the Concert 3

    TEKS Objectives 4

    El Gato Montes 5-6

    Farandole from Larleseinne Suite No. 2 7-8

    Guadalajara 9-10

    Texas, Our Texas 11

    Deep in the Heart of Texas 12

    When Johnny Comes Marching Home 13-14

    Stars and Stripes Forever 15-16

    Meet the Orchestra 17-19

  • 3

    BEFORE, DURING, AND

    AFTER THE CONCERT

    Before the concert:

    After reviewing the instruments of the orchestra, ask students to draw a picture of their favorite instrument.

    Ask students to draw a picture of an original, made-up instrument. It can be a new string, wind, brass, or percussion

    instrument. The only restriction is that it must be clear in the drawing how the instrument is to be played.

    Have students draw pictures to illustrate the different pieces of music from the program.

    Practice special audience member skills. Ask students to practice maintaining complete silence for one minute. Before the

    minute of silence begins, tell students they will be listening for any sound they hearsounds might include birds singing, kids

    laughing, a car passing by, or a clock ticking. After the minute of silence is over, ask students to draw a picture of what they

    heard.

    During the Concert:

    ALWAYS remain quiet during a performance. Its impolite to talk

    while the music is being performed.

    BE attentive and give the performers your attention.

    Be CONSIDERATE of others.

    DO not leave early, please.

    ENTER and EXIT in a quiet and organized fashion.

    Expect a FANTASTIC performance!

    GIVE applause when the conductor enters and in between pieces.

    Whistling, yelling, or screaming are not appropriate.

    HAVE a great time!

    After the concert:

    Have students write a letter to the conductor and musicians telling

    them what they thought of the concert! Encourage students to

    describe how the music and the concert experience made them

    feel. Send your letters to us at: Fort Worth Symphony Education,

    330 E. 4th Street, Suite 200, Fort Worth, TX 76102.)

    As a class project, create a poster describing the experience of

    attending a symphony performance. Have each student contribute

    their own adjective or memory of the performance. Take a picture

    and share with us on Facebook, Twitter, or Instagram!

  • 4

    Six Flags over Texas:

    TEKS Objectives

    Chapter 110, Language Arts and Reading:

    15b.2, 16b.2 Reading/Vocabulary Development. Student understands new vocabulary and uses it correctly when reading and writing;

    15b.3, 16b.3 Reading/Comprehension of Literary Text/Theme and Genre. Student analyzes, makes inferences and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evi-dence from the text to support his/her understanding.

    15b.10, 16b.10 Reading/Comprehension of Informational Text/Culture and History. Student analyzes, makes infer-ences and draws conclusions about the authors purpose in cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding. 15b.11, 16b.11 Reading/Comprehension of Informational Text/Expository Text. Student analyzes, makes infer-ences and draws conclusions about expository text, and provides evidence from text to support his/her understanding.

    15b.14, 16b.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

    15b.27, 16b.27 Listening and Speaking/Listening. Student uses comprehension skills to listen attentively to others in formal and informal settings.

    Chapter 113, Social Studies:

    15b.2, 15b.3, 15b.4, 16b.1, 16b.4 History. Student understands the causes and effects of European exploration and colonization of Texas and North America; the importance of the Texas Revolution, the Republic of Texas, and the annex-ation of Texas to the United States; the political, economic, and social changes in Texas during the last half of the 19th century.

    15b.6, 16b.6 Geography. Student uses geographic tools to collect, analyze, and interpret data.

    15b.19, 16b.21, 16b.22 Culture. Student understands the contributions of people of various racial, ethnic, and reli-gious groups to Texas; the relationship between the arts and the times during which they were created.

    Chapter 117, Music: 115b.1, 118b.1 Foundations: music literacy. Student describes and analyzes musical sound.

    115b.5, 118b.5 Historical and cultural relevance. Student relates music to history and cultures.

    115b.6, 118b.6 Critical evaluation and response. Student listens to, responds to and evaluates music and musical performance.

  • 5

    Special points of interest:

    Manuel Penella was born in Valencia, Spain.

    His father was Manuel Penella Raga, a composer and director of the city

    conservatory.

    He was a violinist until he hurt his left hand, then became a composer.

    Traveled with opera companies all over the world in his adult life.

    About the Music:

    El Gato Montes (The Wild Cat) is Manuel Penellas most popular work. It is a zarzuela, a Spanish opera that mixes European

    traditions with Spanish folk culture. El Gato Montes is a favorite work of Placido Domingo, who championed its return to the

    stage in the 1990s. It was first performed in the United States in its original language in 1994.

    The pasodoble takes place in act two of the opera. In this scene, Rafael, one of two suitors hoping to win the hand of Solea,

    prepares to fight six bulls. Pasodobles are traditionally used as entrance music for the bullfighters.

    Manuel Penella (1880-1939):

    El Gato Montes

    Spain:

    The Spanish flag flew over Texas from 1519 to 1821.

    The first explorations into Texas were by the Spanish. The first was a

    map-making expedition in 1519 led by Alfonso Alvarez de Pineda and

    Cabeza de Vaca.

    Spain was forced to relinquish its control of Texas in 1821, when Texas

    became a province of the newly formed nation of Mexico.

  • 6

    Dancing the Pasodoble!

    The pasodoble is a Spanish dance style which imitates bullfighting. The leader of the dance imitates the

    bullfighter while the follower imitates the cape of the bullfighter. The pasodoble is danced mostly by

    professional dancers due to its strictly choreographed steps. This page is an introduction on how to

    dance the pasodoble.

    The pasodoble is a performance dance, where the man usually represents the bullfighter and the woman represents his cape. Her dance is soft, flowing and circular; whereas he dances more aggressively. The dance is full of dramatic postures. They often occur during intense moments in the music. The man sometimes stamps on the ground like a bullfighter stamps to get the attention of the bull.

    The rhythm of the dance is 1-2-1-2. The dance has about 60 beats a minute. The woman usually wears a

    long, wide skirt to illustrate the cape. The dance is very fast and requires a lot of energy. The music is

    often very dramatic. When the dancers are in closed position, their upper bodies are touching.

    There are some common steps in the pasodoble:

    The chassez cape: the woman imitates a cape

    The Apel: the man stamps his foot, appearing to attract attention of a bull

    The Arpel: the man and woman stamp their feet, then walk in opposite directions

    Unlike a waltz, there is no one basic step in the pasodoble, but the dance is a

    choreographed performance of several different steps after each other. These

    steps have several things in common: the movements should be sharp and

    quick, and the steps should be march-like.

    Not all of the steps blend into each other, unlike other ballroom dances.

    Steps are added to transition from one step to another one.

    http://www.mahalo.com/spain

  • 7

    Special points of interest:

    Georges Bizet was born in Paris, France.

Search related