S2 Instruments of the Orchestra An Introduction to the orchestra • You might remember hearing about the composer John Williams when we did our film music project earlier in the year • He wrote the music for the first three Harry Potter movies. • There are many different shorter pieces of music to accompany the Harry Potter films which join together to form the Harry Potter Symphonic Suite. Hedwigs Theme This piece of music is played at the beginning of the first film and the melody (tune) that can be heard at the beginning is the musical theme for the character Hedwig. You will remember you learnt about Character Motif in the film music project. Other themes from the films can also be heard in this piece of music as the music introduces what is to come. TASK 1 As you listen to the music, make a list of all the instruments you think you can already identify but seeing/hearing them. You can watch the video as many times as you would like. https://www.youtube.com/watch?v=GTXBLyp7_Dw The Orchestra Layout • As you were watching the video, did you notice where all the different instruments were sitting? Task 2 • On the next slide, is the layout of the orchestra and the name of each family of instruments – fill in the template in your worksheets. • Watch the video again, this time paying attention to where the instruments/families are sitting String Family Woodwind Family Percussion Family Brass Family The String Family • The string family are a group of instruments that all have strings • Most of them can be played with a bow – the Italian music term for this is Arco • They can all be played by plucking with your fingers - the Italian music term for this is Pizzicato • Lets now look at what each of them are called and find out a bit more about them… String Family • These are the 4 main instruments in the string family • Notice these instruments are all different sizes Cello Violin Viola Double Bass Task Watch the ‘Strings Teacher Explanation’ video, which you can find on the assignment post, for further information. Violin Click on the instrument and watch the video • Highest and smallest member of the string family • Can be played arco and pizzicato • Usually plays the main melody in an orchestra and String quartet Viola Click on the instrument and watch the video • Second highest member of the string family • Only slightly bigger and lower than the violin so can also fit under your chin to be played. • Can be played arco and pizzicato Cello Click on the instrument and watch the video • Second lowest member of the string family. It is much lower pitched than the violin and viola. • Is much bigger and needs to be played sitting down – you should see a spike out the bottom to grip the floor • Can be played arco and pizzicato Double Bass Click on the instrument and watch the video • The biggest and lowest of the string family • often played standing up or sitting on a high stool • Can be played both arco and pizzicato Harp • This Harp looks different to the other members of the String family • The harp has around 47 strings of both high and low pitch • It is only played pizzicato with both hands Tasks • Based on the information you have just learnt, complete tasks 3 and 4 in your worksheet. • If possible, try and answer them from what you remember, without looking back too much Strings Research Task Task 5 • Do some research into the popular String Quartet Escala. • Organise your findings into a Google docs bio (you can add this on to the end of your worksheet) or Google slides. • Before you start, watch a video of the group by clicking the link below https://www.youtube.com/watch?v=qn_wlkzW1ds What to include… • Your work should minimally include the following information… An explanation of a string Quartet Who are the members of Escala and what instruments do they each play? Why do the instruments they play look a bit different to How did the group meet/become famous? Select one piece performed by Escala and give information on the piece of music. E.g. when they released it and how popular it was. Please also include a link to their performance of the piece.