Young Person Guia Benjamin Briten

7/29/2019 Young Person Guia Benjamin Briten

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Young Persons GuideTo the

Orchestra

Tiny Tots & Prime Time Concerts

Fotosearch and OrSymphony.org


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Young Persons Guide to the Orchestra

About the composer: Benjamin Britten

Born in Suffolk, England, 1913. Died 1976

Began composing as a child

Studied piano and viola, as an adult he only played piano, but

the viola was significant in his compositions

Wrote in various musical genres such as orchestral, choral, solo

vocal, opera, chamber and instrumental, as well as film music

Took great interest in writing music for child and amateur

performers

wikipedia.com OrSymphony.org

About the music: Young Persons Guide to the Orchestra

One of the best-known pieces by Benjamin Britten

Written in 1946, subtitled Variations and Fugue on a Theme of

Purcell referring to the composer Henry Purcell, a 17th century

English composer of secular and sacred music.

The work is based on the Rondeau fromAbdelazar, written by

Henry Purcell (1659-1695)

The Guide was composed for a documentary film as a way of

showing the tone colors and capacities of the various sections of

the orchestra

It showcases each orchestral instrument family. Each family

(String, Woodwind, Brass, Percussion) demonstrates its uniqueness

by utilizing a variety of solo instruments, as well as the

instruments of each family playing together.

The form or structure of the iece is theme and variations


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THE SCRIPT

The composer has written this piece of music specifically to introduce you to theinstruments of the orchestra. There are four teams of players: STRINGS,

WOODWIND, BRASS, and PERCUSSION. Each of these four teams uses instruments

that have a family likeness. They make roughly the same kind of sound in the same way.

The STRINGS are played with a bow or plucked with the fingers. The WOODWINDSare blown by the breath. The BRASS are blown, too. The PERCUSSION are struck.

First you will hear a theme by the great English composer, Henry Purcell, played by the

whole orchestra and by each one of the four groups of instruments. Theme A (Full

Orchestra)

The WOODWIND are superior versions of the penny-whistle. They are usually made of

wood. Theme B (Woodwind)

The first BRASS instruments were trumpets and hunting-horns. The instruments youhear today are their modern descendants. Theme C (Brass)

The STRINGS, large and small, are scraped with a bow or plucked with the fingers.

Their cousin the Harp is always plucked. Theme D (Strings)

The PERCUSSION group includes drums, gongs, tambourines and anything else you

strike or hit to produce the sound. When you have heard them, the whole orchestra willplay the melody again. Theme E (Percussion)

Theme F (Full Orchestra)

Now let us hear each instrument play a variation of its own. The highest of the

Woodwind theme is the clear, sweet voice of the FLUTE, with its shrill little brother, the

PICCOLO. Variation A

OBOES have a gentle, plaintive quality, but they can also be forceful if called for by the

composer. Variation B

CLARINETS are very agile. They make a beautifully smooth, mellow sound.

Variation C

BASSOONS are the largest of the Woodwind team, so they have the deepest voices.Variation D


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THE SCRIPT (continued)

The highest voices in the String family are the VIOLINS. They play in two groups First Violin and Second Violin. Variation E

VIOLAS are a bit larger than violins, and so are deeper in tone. Variation F

CELLOS sing with splendid richness and warmth. Listen to this fine sound!

Variation G

The DOUBLEBASSES are the grandfathers of the String family, with heavy grumbling

voices. Variation H

The HARP has forty-seven strings, and seven foot-pedals to alter the pitch of its strings.

Variation I

The Brass family begins with the HORNS. These are made from brass tubing coiled in acircle. Variation J

I expect you all know the sound of TRUMPETS. Variation K

The TROMBONES have heavy brassy voices. The BRASS TUBA is heavier still.

Variation L

There is an enormous number of PERCUSSION instruments. We can't play them all, buthere are the most familiar ones. First the KETTLE DRUMS, often called TIMPANI.

Variation M

The BASS DRUM and CYMBALS

The TAMBOURINE and TRIANGLEThe SIDE DRUM and CHINESE BLOCK

The XYLOPHONE

The CASTANETS and GONGand before they all play together, the WHIP.

We have taken the whole Orchestra to pieces. Now let us put it together as a Fugue. Theinstruments come in one after another, in the same order as before - beginning with the

Piccolo. At the end, the Brass will play Henry Purcell's fine melody, while the others go

on playing Benjamin Britten's Fugue.

Britten Orchestral Anthology, Volume 1, Boosey & Hawkes, The Masterworks Library


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The Young Persons Guide to the Orchestra

Tiny Tots

LEVEL: Pre-Kindergarten

National Standards for Pre-Kindergarten: 3, 4Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 4.1

OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while

identifying and applying the elements of music.

MATERIALS:

Recording ofYoung Persons Guide to the Orchestra

Pictures of instrument families of the orchestra (provided)

Pictures of the individual instruments of the orchestra (provided)

Seating for Orchestrapicture example (provided)

Suggested Book List (provided)

Recordings of other examples of orchestra music

Materials for making an Instrument Book pictures of instruments, paper, glue sticks,washable markers, crayons, colored pencils

Instrument Bingo Template (provided) student copies

Instrument Bingo instrument pictures sheets (provided)

Some sort of markers for covering Bingo boxes


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This is the A section of the Rondeau:

rpo.org

LESSON:

1. Play only the opening phrase (A section above) ofYoung Persons Guide to

the Orchestra played by full orchestra. While the music plays, have studentslightly pat the steady beat on their laps.

2. Listen again and have students describe what they hear. Encourage discussion

on what group is playing (orchestra), speed of the beat, whether the notes movequickly or slowly, and whether it is loud or soft.

3. Play the music again and allow the students to stand and move to the music.(improvise movement)

4. Standing in a class circle, instruct the students to follow the movement sequence

below.


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Tiny Tots Circle Movement Sequence to

A section of Rondeau

Measure number Beat number and movement

1 touch toes

2 touch knees

3 touch waist

1 touch shoulders, begin raising hands to ceiling

2 hands/arms should be fully extended overhead, then lower

3 bring hands to thighs

in a scooping motion, lift left hand/arm from thigh reaching out andback in to land on left thigh

repeat scooping motion with right hand/arm

repeat measure 4

repeat measure 5

1 step left foot forward

2 step right foot forward

3 step left foot back

1 step right foot back

2 turn around

3 - bow


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5. Look at pictures of each family of instruments. Discuss how they are

similar/different. Listen to recordings of orchestral music and identify families

of instruments as well as some individual instruments.6. Show students individual pictures of instruments and have them demonstrate

how each instrument is played.

7. Share books with the students on instruments and/or orchestras. (see SuggestedBook List)

8. Look at the Seating for Orchestra picture. This is one design of how an

orchestra may be seated. Discuss where the families are positioned and why.Discuss the size of each family for an orchestra. The following should be

mentioned: sound production, volume, and blend.

9. Have students create an Instrument Book using either real instrumentpictures, coloring pages or hand drawn instruments (there are several pictures at

the end of the activities). Have students label each picture with the instrument

name and family of which each is a member.

10. Play Instrument Bingo, using the template provided, so students becomevisually and aurally aware of the differences among the instruments. (There are

also many pre-made bingo games for purchase.) Copy the template andinstrument pictures for each student. Have students choose and cut out nine ofthe pictures and glue them in different boxes on the board. They will need

markers to cover each instrument as its name is called. When three in a row are

covered, they have Bingo!


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Prime Time

LEVEL: Grades K-4

National Standards for Music Education: 1, 2, 3, 4, 5, 6, 8, 9Maryland State Curriculum for Music: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2, 4.2

OBJECTIVE: Students will perceive, perform and respond to an orchestral piece while

identifying and applying the elements of music.

MATERIALS:

Recording ofYoung Persons Guide to the Orchestra

Pictures of instrument families of the orchestra (provided)

Pictures of the individual instruments of the orchestra (provided)

Seating for Orchestrapicture example (provided)

Suggested Book List (provided) Recording ofPop! Goes the Weaselby Lucien Cailliet,Variations on Americaby Charles

Ives, andToccata and Fugue in D minorby J. S. Bach

Other suggested recordings: Viennese Musical Clockby Hary Janos, The March of theRoyal Children from The King and Iby Rogers and Hammerstein.

Materials for making an Instrument Book pictures of instruments, paper, glue sticks,markers, crayons, colored pencils

Classroom instruments rhythm barred and melodic

My Song Rondo student handout (provided) student copies

Instrument Bingo Template (provided) student copies

Instrument Bingo instrument Names and Pictures sheets (provided) student copies

Some sort of markers for covering Bingo boxes


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This is the A section of the Rondeau:

rpo.org

LESSON:

RHYTHM

1. Play only the opening phrase (A section above) ofYoung Persons Guideto the

Orchestraplayed by full orchestra. While the music plays have students lightly pat thesteady beat on their laps.

2. Play the A section of Rondeau on a melody instrument for the students. Clap, or

tap on a rhythm instrument, only the first three measures for the students. Instruct thestudents to echo clap the pattern you play. Clap or play measures 4 and 5. Again, have

the students echo clap. Clap or play measures 6 and 7 and have students echo clap therhythm. Finally, clap or play measures 8, 9, and 10. Students should echo clap the

rhythm.

3. Show students the rhythm of the A section (drawn on chalkboard or they can follow thewritten melody line). Identify the note values in the melody (half notes, quarter notes,eighth notes). Ask what measures have the same rhythm. (measures 4, 5, 6 and 7)

4. Point to either the beginning of each line, measure, beat, or note value and have the

students read and clap the rhythm of the entire melody.5. Have students play the rhythm of the entire melody on a variety ofclassroom rhythm

instruments.

6. On classroom barred instruments, have the students remove the F and B bars inorder to play in a C pentatonic scale. Begin by clapping a rhythm and have small groups


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of students improvise a melody on the instruments echoing the rhythm you clapped.

(Groups of students can improvise melodies at the same time while using a pentatonic

scale.) After all groups have had a chance to improvise simple rhythms, have each groupimprovise a melody using the written rhythm of Rondeau.

MELODY

1. Play the Rondeau melody on an instrument for the students. Play only the first twomeasures again for the students. Instruct them to draw the melody in the air. Play

measure 3. Again, have the students draw the melody. Play measure 4 and have students

repeat drawing the melody in the air. Continue with measure 5, then, measure 6. Ask thestudents if they notice a similarity between measures 3-6. Play measures 3-6

consecutively to hear the pattern. Finally, play measures 7 and 8. Have the students

draw the melody in the air and ask them if the pattern from 3-6 continues (it does not

continue).2. Play measures 3-6 and have students describe (analyze) what is happening to the melody.

(The melody in each measure finishes a note higher than the first note in the measure,however, each measure begins with a note lower than the previous measure, so themelody is going downward.) If this is difficult to hear, play only the first and last note of

measures 3-6 to clarify.

3. Show the students the written melody. While the teacher plays the entire melody, havestudents draw the melody in the air, or trace the written melody with the index finger.

4. Play only the beginning ofThe Young Persons Guide to the Orchestra and have the

students identify how many times they hear the melody (five times: 1) full orchestra, 2)woodwind family, 3) brass family, 4) string family and 5) percussion family).

5. Divide the class into four sections. Name each section of the class a different instrumentfamily name. Play the same beginning section again. Each group of students should

draw the melody in the air when they hear their assigned orchestra family playing (allsections should draw during the full orchestra).

6. Extension: Teach the students how to play the A section on a melodic instrument.Work on two measures at a time at a comfortable tempo. Encourage independent

practice time since students will be at varying levels. Students might be comfortable

working in pairs. Have students perform for the class.

METER

1. Have students look at the A sections metersignature and measures to identify the

meter as 3/2. Identify the top and bottom numbers of the meter signature (top number ishow many beats in each measure, bottom number is the value of the beat). Afteridentifying three beats per measure and a half note gets the value of the beat, look at

measures one and two. Ask the students, What do you see? (three half rests and three

half notes)

2. While listening to the music, have students conduct in a 3 pattern.


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3. Read the rhythm of the tune using syllables (half note is ta-ah, quarter note is ta,eighth notes are ti-ti).

4. On the chalkboard, overhead, or individual worksheet, have students label the beats ineach measure of the theme. Draw the beats: 1 2 3 under the appropriate beats.Students may also use a + for the second half of the beat.

5. Have students compose an eight-measure rhythmic piece. Use a meter in which students

are most comfortable (usually 3/4 or 4/4). Criteria should include repetition of rhythm infour consecutive measures.

6. Extension: Create a melody for your rhythmic composition using a pentatonic scale.

FORM

1. Have students look at two different pictures/objects and discuss the pattern of eachpicture. Discuss that the basic plan or structure of the object is called its form. Musical

pieces are built around a form. There are many different styles.

danieleizans.com castles-of-briyian.com


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2. Play Twinkle, Twinkle Little Star on a melody instrument. Have the students identify

the melody (it could also be Baa, Baa Black Sheep or The Alphabet Song). Ask

students to suggest ways to vary or change the melody (by changing the tempo,dynamics, tone color, pitch, harmony/texture, rhythm, form). After reviewing the

elements of music, choose a student to suggest which element you can change while

playing Twinkle. Play Twinkle again, changing the element chosen. Continue tochoose students and they in turn choose a different element. Demonstrate how a tune can

be changed by each element, thus making it a variation.

3. Listen to and review the theme or Rondeau. Again ask for different students tochoose how to vary or change the theme using the elements of music. Listen to a

recording ofThe Young Persons Guide to the Orchestra and identify each variation of

the theme and how it varies or changes. Pause the music after each new section in orderto discuss what is heard.


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Form and Tempo markings of


Theme Allegro maestoso e largamente (fast, stately/dignified and broadly)

Tutti, Woodwinds, Brass, Strings, then Percussion

Variation A: Presto (very fast)

Piccolo and Flute

Variation B: Lento (very slow)

Oboes

Variation C: Moderato (moderately)

Clarinets

Variation D: Allegro alla Marcia (fast in the style of a march)

Bassoons

Variation E: Brillante: alla polacca (bright, with the rhythm and character of apolonaise slow dance in time)

Violins

Variation F: Meno mosso (less movement)

Violas

Variation G: Cellos

Variation H: Cominciando lento ma poco a poco accel. al Allegro

(begin slowly, then little by little increase to a fast tempo)Double BassesVariation I: Maestoso (majestically)

Harp

Variation J: L'istesso tempo (at the same speed)

HornsVariation K: Vivace (lively and fast, quicker than allegro)

Trumpets

Variation L: Allegro pomposo (brisk in a grand style)

Trombones and Tuba

Variation M: Moderato (moderately)

Percussion (Timpani; Bass Drum & Cymbals; Tambourine & Triangle;

Snare Drum & Wood Block; Xylophone; Castanets & Gong; Whip;

Percussion Tutti)

Fugue: Allegro molto (very quick)

4. Extension: Have the students play a familiar childrens tune on a melodic instrument, or

review the piece they may have composed using a pentatonic scale. Have the studentscreate their own variations to go with the theme. Ask students to perform for the class.

5. Listen to other examples oftheme and variations and discuss how the sections differ

from the theme. Other pieces to listen to and analyze are: Pop! Goes the Weasel byLucien Cailliet, and Variations on America by Charles Ives. Tell the students that

Britten created a theme and variations by using the Rondeau by Purcell for the Young


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Persons Guide to the Orchestra. The two most notable changes are in tone color

(instruments play tutti, with their family, or solo) and tempo.

6. Explain how a fugue is structured. Discuss why Britten chose to end the piece with afugue. (He wanted the full orchestra to play at the end of the piece and each family can be

heard by playing separately in a fugue.) Listen to Toccata and Fugue in D minorby J.S.

Bach. Even though the piece is played on one instrument, the organ, the theme is easy tohear. While listening, have students identify when the line is repeated by standing or

sitting each time the main phrase begins.

7. Listen to the Rondeau fromAbdelazar. It was written in rondo form. Review with thestudents that each new section of music gets a new letter of the alphabet, but a returning

section of music keeps its previous letter. In rondo form, the A section will return after

each section of music. (Rondeau is ABACA.) Perform the movement sequence belowfor Rondeau.

1. MOVEMENT SEQUENCE FOR RONDEAU

sections stand in one spot on floor and conduct in three

step on beats one and two (alternating feet),bow on beat three

alternating feet: take a big step on beat one,step on tiptoe for beats two and three

8. Listen to other examples of Rondo form and discuss how many sections are in the piece.

Other pieces to listen to and analyze are: Viennese Musical Clockby Hary Janos, TheMarch of the Royal Children from The King and Iby Rogers and Hammerstein.

9. Extension: Have students create a Song Rondo by choosing three different songs theylike and place them in ABACA form (see My Song Rondo student handout). Students

perform their rondos for the class.


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TEMPO

1. Sing or play a familiar song/tune on a melodic instrument. Sing or play the song/tune

using a variety of tempi. Ask students to identify how you varied the original song/tune.Students then sing or play a familiar song on an instrument and vary the tempo.

Classmates should identify how the song was varied.

2. Choose recordings of vocal or orchestral pieces. Have students identify the tempo ofeach piece. Begin to use the following terminology to describe the tempi: lento (very

slow), andante (slow), moderato (middle moderately), allegro (quick/fast), presto (very

fast).3. Check for understanding by having students move to the various tempi while playing

tunes on a melodic instrument or playing recorded music.

TONE COLOR

1. Using paper for a small group or chalkboard/overhead for whole group, ask students tobrainstorm a list of instruments. Lead a discussion by asking students to describe what a

family is (a unit of people that have something in common). Explain that instruments arealso grouped in families according to how the sound production is made. While lookingat instrument family posters or pictures, identify the four families of orchestra

instruments (Strings, Woodwinds, Brass, Percussion) and discuss the production of

sound. This determines the family to which each instrument belongs. As small groups orwhole group, have students organize their brainstorm list into the orchestra families.

While reviewing the family groupings as a class, generate a class list on an overhead or

large chart paper; list only the instruments that would be found in an orchestra(eliminating folk and electric instruments).

FAMILIES OF THE ORCHESTRA(Instruments in The Young Persons Guide to the Orchestra)

STRINGS WOODWINDSviolin piccolo

viola flute

cello oboestring bass clarinet

harp bassoon

BRASS PERCUSSION

trumpet castanets Chinese blockFrench horn tambourine snare drum

trombone triangle bass drumtuba cymbals timpani

gong xylophone

whip


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2. Look at pictures of each family of instruments. Discuss how they are similar/different.

Listen to recordings of orchestral music and identify families of instruments as well as

some individual instruments.3. Show students individual pictures of instruments and ask them to demonstrate how each

instrument is played.

4. Share books with the students on instruments and/or orchestras. (see Suggested BookList)

5. Look at the Seating for Orchestra picture. This is one design of how an orchestra may

be seated. Discuss where the families are positioned and why. Discuss the size of eachfamily for an orchestra. The following should be mentioned: sound production, volume,

and blend.

6. Extension: Check for understanding by giving students a copy of the Seating for

Orchestra chart. Individually or in a small group, direct students to draw lines to divide

the four families of the orchestra. Label the families.

OrSymphony,org


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Seating of Orchestra with family divisions:

OrSymphony.org

7. Have students create an Instrument Book using either real instrument pictures, coloring

pages or drawn instruments. Students should label each picture with the instrument nameand family of which each is a member.

8. Play Instrument Bingo, using the template provided, so students become visually and

aurally aware of the differences among the instruments. (There are also many pre-madebingo games for purchase.) Students choose 16 names from the Instruments Namesand Pictures sheets and write them in the Bingo Boardboxes. When an instrument is

called that matches one on theirBingo Board, they should cover the name with the

picture of the instrument (that they cut out). When there are four covered boxes in a row,

they have Bingo!9. Extension: Show and demonstrate orchestra instruments so students can see the actual

size and hear how the sound is produced. Arrange for older students to demonstrate theirinstruments for the younger students. Discuss appropriate audience behavior and expect

students to demonstrate this behavior during the instrument demonstrations.


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Bingo Board for Tiny Tots


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Bingo Board for Prime Time


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Instrument Names and Pictures page 1From: Fotosearch and OrSymphony.org

Violin, viola, cello, string bass, harp

Piccolo, flute, oboe, clarinet, bassoon

Trumpet, French horn, trombone, tubaCymbals, tambourine, triangle, snare drum, bass drum, timpani, xylophone


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Instrument Names and Pictures page 2


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Suggested Book List:

Animal Orchestra, Scott Gustafson

The Kaleidonotes & the Mixed-Up Orchestra, Matthew S. and Tammy Carter Bronson

Maestro Mouse and the Mystery of the Missing Baton, Peter W. Barnes

Meet the Orchestra, Ann Hayes and Karmen Thompson

The Orchestra, Mark Rubin, and Alan Daniel

The Orchestra, The Orchestra!, Suzanne Guy

The Philharmonic Gets Dressed, Karla Kuskin

The Story of the Incredible Orchestra, Bruce Koscielniak

Story of the Orchestra, Robert Levine, Meredith Hamilton, and Robert T. Levine

Those Amazing Musical Instruments! (with CD), Genevieve Helsby


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INSTRUMENT FAMILIES

STRINGSFrom: Fotosearch and OrSymphony.org


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WOODWINDSFrom: Fotosearch and OrSymphony.org


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BRASSFrom: Fotosearch and OrSymphony.org


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PERCUSSIONFrom: Fotosearch and OrSymphony.org


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Coloring OutlinesFrom: EnchantedLearning.com and colormegood.com


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NAME

MY SONG RONDO

PART 1: Choose three familiar short songs or refrains. Write the name of each song beside

a different letter.

A

B

C

PART 2: Under each letter below, write the song titles from PART 1. Be prepared toperform your Rondo for the class!


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MUSIC GLOSSARY

Barred instruments melodic instrument with bars (xylophone, orchestra bells)

Classroom rhythm instruments instruments that cannot play a melody (hand drum,

wood block)

Dynamics the volume of sound, the loudness or softness of a musical passage

Elements of Music components of music performance (dynamics, form, pitch/melody, rhythm,

tempo, texture, tone color)

Form the way a musical composition is organized

Fugue a polyphonic composition consisting of a series of successive melodies

Harmony a combination of notes arranged and played simultaneously around the melody

Improvise spontaneous invention

Measure the grouping of a specific number of beats contained between two bar lines

Melody a rhythmic arrangement of notes using a variety of pitches

Melodic or melody instrument instruments capable of playing a tune (piano, recorder, bells)

Meter a rhythmic measure of a certain number of beats

Note Values: half value of two beats, quarter value of one beat, eighth - value of half a beat

Pentatonic scale a five-tone scale

Rhythm a pattern of notes

Rondo a form of composition, usually instrumental, in which one section intermittently recurs.

Tempo the speed at which a piece of music is performed

Texture density or thickness of sound in a composition

Theme and Variations a musical form in which a theme is stated, then varied in a succession ofstatements; variations may be sectional or continuous

Tone color specific quality of sound

Tutti all instruments performing together


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The Baltimore Symphony OrchestraA Young Persons Guide to the Orchestra

April 7th

& 8th, 2011

CALL FOR SUBMISSIONS

During the concert...

student work will be electronically displayed!

For your students work to be considered for display,

submit student work using the following criteria:

1. use 8 1/2x 11 white copier paper

2. hold the 11 side of the paper horizontally

3. before drawing, have each student label paper in the bottom inch of the paper with the

following information: first name and last initial ONLY, grade, and name of school

SAMPLE:

4. each student should independently draw a picture of an individual orchestral instrument or

instrument family in the upper section of the paper (drawing should fill as much of the space

as possible) students should use either crayons (suggested for Pre-K and K) or markers (1st

3rdgraders)

Please note: We will do our best to include as many drawing as possible. If the number ofs

submissions received is high, not all drawings may be selected for projection at each concert.

Send student submissions to:

Lisa Sheppley

Associate Director of Education

Baltimore Symphony Orchestra

Joseph Meyerhoff Symphony Hall

1212 Cathedral St. Baltimore, MD 21201

Phone: 410.783.8069 | Fax: 410.783.8004 | [email protected]

All entries should be received by

March 1, 2011

Lisa S. 1st grade/Sommerville Elem.

Documents

Young Person Guia Benjamin Briten