2011-2012 KinderKonzerts
Support for PSO
Education Programs
provided by:
Elizabeth Ann Leach Foundation
Morton-Kelly Charitable Trust
Woodwinds
Percussion
Brass
Strings
Table of Contents
Welcome!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
WOODWINDS: Peter and the Wolf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Peter and the Wolf Melodies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Song to Sing: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Important Musical Concepts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Instrument Sounds: Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Woodwind Family Up Close. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Fun Facts About Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Concert Activity: Be an Artist!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Concert Activity: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Woodwind Coloring Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
STRINGS: The Story of Abbie Burgess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Notes from the Composer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Song to Sing: Shine On Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Important Musical Concepts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instrument Sounds: Strings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The String Family Up Close. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fun Facts About Strings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Activity: Create Your Own Nautical Flags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Activity: Create Your Own Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Meet the Composer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Strings Coloring Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources: Strings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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26
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Brass: Blast Off! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Songs to Sing: “The Planets” & “Twinkle Twinkle Little Star”. . . . . . . . . . . . . . . . . . . . . . .
Important Musical Concepts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instrument Sounds: Brass. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Brass Family Up Close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fun Facts About Brass. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Activity: The Solar System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Activity: Verdi’s Aïda Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brass Coloring Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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PERCUSSION: Cowboy Ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Good Listener Certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-Concert Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-Concert Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Portland Gazette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Meet the Narrator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Audience Responsibility.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
National Standards for the Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
KinderKonzert Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
KinderKonzert Underwriting Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Welcome!
Dear Parents and Educators,
Thank you for your interest in the Portland Symphony Orchestra’s KinderKonzerts. We are delighted
to see you in the audience!
Each year, we present exciting programs that feature the four families of instruments: woodwinds,
brass, strings, and percussion. KinderKonzerts often call for interactive components during the
concert, which may be explored in advance. Song lyrics are included in these materials, and during
the concert our narrator will encourage students to sing along.
2011-2012 Programs
WOODWINDS: Peter and the wolf
Children (and adults) are thrilled by the characters that come to life in this classic story. The PSO
Woodwind Quintet will perform familiar themes and introduce students to new friends – the Bird, the Duck,
the Cat, Grandfather, Peter himself, and the Wolf.
BRASS: Brass Blast Off
Greetings, space explorers! We’ve received a message from outer space that alien life forms want to
learn about music, so join the PSO Brass Quintet on their journey to a galaxy far, far away. Buckle your
seatbelts... this mission will be out of this world!
STRINGS: The story of abbie burgess
The Story of Abbie Burgess tells the true tale of a brave young girl whose determination and courage kept
Matinicus lighthouse lit despite all odds. The PSO String Quintet paints a musical picture of the shifting
ocean, majestic lighthouses, raging storms, and even dancing puffins.
PERCUSSION: cowboy ed
The PSO Percussion Ensemble takes students on a western-themed adventure with a variety of
instruments, rhythms and beats. Grab your cowboy hats, put on your spurs, and jump on your horse.
Happy (musical) trails!
These materials have been developed to help prepare and engage students in the KinderKonzert
experience. We encourage you to use our web site, www.portlandsymphony.org, where you will find
supporting materials for all our education and concert programs.
Your feedback is important to us! We have enclosed an evaluation form in this guide, and please let
us know if you have suggestions or ideas. If you would like more information on any of our education
events, contact us at (207) 773-6128 or email education@portlandsymphony.org.
Thank you for your support of PSO KinderKonzerts, and for the dedication you maintain each day to
bring the love of music to young people in our community!
Sincerely,
Heather Sumner
Education and Community Engagement Manager
1
WOODWINDS: Peter and the Wolf
“Early one morning, Peter opened the garden gate and walked out into the great, green meadow...”
What happens when Peter and his woodland friends come face-to-face with the big, bad Wolf
in a very dark forest? Find out when the PSO Woodwind Quintet portrays Peter’s adventures
with his favorite friends, a bird, a cat, and a duck, in Prokofiev’s beloved classical musical tale.
Instruments you will see:
Music you will hear:
“Ugros” from Five Ancient Dances by Ferenc Farkas
Peter and the Wolf with narration by Sergey Prokofiev
Song to sing:
“A-Hunting We Will Go”
Concepts to learn:
Quintet, melody, dynamics (forte and piano), tempo
Clarinet
Oboe
French Horn
Flute
Bassoon
•
•
•
•
Air must vibrate inside the instruments to make sound
Some woodwind instruments use a reed
The smaller the instrument, the higher the pitch
The larger the instrument, the lower the pitch
2
Peter and the Wolf Melodies
Bird’s Melody
Flute
Duck’s Melody
Oboe
Cat’s Melody
Clarinet
Grandfather’s Melody
Bassoon
Wolf’s Melody
Horn
Peter’s Melody
Tutti
3
Song to Sing: “Oh, A-Hunting We Will Go”
Oh, A-Hunting We Will Go

 
Moderato
6

 

Oh,

 
go;





We'll
catch
a
fox
and

 
  
a - hunt - ing
we will
    
put him in

a box, And
   


go,
A - hunt - ing


then we'll
we will



let
him
go!

Verse 1
A-hunting we will go, a-hunting we will go,
We’ll catch a fox and put him in a box,
And then we’ll let him go!
Verse 2
A-hunting we will go, a-hunting we will go,
We’ll catch a fish and put him in a dish,
And then we’ll let him go!
Verse 3
A-hunting we will go, a-hunting we will go,
We’ll catch a whale and put him in a pail,
And then we’ll let him go!
Verse 4
A hunting we will go, a-hunting we will go,
We’ll catch a snake and put him in a cake,
And then we’ll let him go!
4
Important Musical Concepts
Quintet
A quintet is music for five players. A quintet is not an orchestra but a small ensemble
that performs chamber music. The Portland Symphony Orchestra woodwind quintet
is composed of one flute, one clarinet, one oboe, one bassoon, and one horn.
Melody
A melody can be thought of as a note that is going for a walk. “Melody is the singing
side of music,” said Leonard Bernstein. While rhythm has been referred to as the
heartbeat of music, melody has been called the tune of the piece of music. Melody is
the horizontal line of music. What we like and don’t like in music is probably based on
its melody. We can recognize different characters in Prokofiev’s Peter and the Wolf by
learning their melodies.
Tempo
The word tempo is Italian for “time” and means how fast or slow a piece of music is
performed. “What is the tempo of this piece?” is a way of asking “How fast or how
slowly does the music go?” The tempo of a piece of music is very important as it
affects the mood and difficulty of a piece. Normally a conductor keeps the tempo of
the music but in a quintet it is up to all five players to work together to keep a steady
tempo.
Dynamics
Dynamics are the loudness and softness of a sound or a note and are usually
indicated below the notes in music by “dynamic marks.” Music marked “piano” means
to play the music very soft; music marked “forte” means to play the music loud.
5
Instrument Sounds: Woodwinds
The woodwind instruments create sound when musicians blow air into the instrument. In the
case of the flute, which is made of metal, the air is blown over a hole in the mouthpiece. With
the other woodwinds, there is a reed or double reed that is attached to the mouthpiece. A
player blows air through the reed, the vibrating reed sets the air inside the instrument in motion
and this creates sound.
The flute is the highest pitched instrument in the woodwind family. It is held to the right side
of the face and the musician blows a column of air across a small opening near the top of the
instrument, much like blowing air over the top of a soda bottle. For many years the flute was
actually made of wood, but now most flutes are metallic: silver, gold or platinum.
The oboe belongs to the “double reed” part of the woodwind family because its reed is actually made of two small slips of cane held together by twine wound around one end. The oboe
is made of wood, perforated with many holes, and has a tapering conical tube approximately 25
inches long.
The clarinet is a single reed instrument somewhat close to the flute in its agility. Its tone
quality makes it well suited for rapid, fiery passages. It is basically a cylindrical tube with a bell
on one end which expands slightly more than the oboe’s.
The bassoon is the bass instrument of the woodwind
family and is also a double reed instrument. Its air
column is nearly ten feet long which allows it to
produce a unique, rich tone. The bassoon is
equally well suited to play the melody or
provide accompaniment.
You will see woodwind instruments in
symphony orchestras, marching bands,
jazz combos, and even in some rock
bands. Woodwind instruments often
play solos in big ensembles as their
sounds carry well and can be heard
when there are many other
instruments playing.
6
The Woodwind Family Up Close
Flute
threaded plug
or stopper
Oboe
mouthpiece
double reed
{
tone hole
mouthpiece
head joint
body or middle joint
staple
key
key
foot joint
bell
7
The Woodwind Family Up Close continued
Bassoon
Clarinet
mouthpiece
{
bell
metal ligature
barrel
bell joint
crook or bocal
double reed
ring key
long joint or
bass joint
key
bell
wing joint or
tenor joint
key
Boot joint
8
Did you kn
o
u know?
o
y
id
w?
D
Fun Facts About Woodwinds
Did you kno
w
know?
u
yo
?
Di
d
Instrument makers get
their wood for clarinets
from the Mpingo or African
Blackwood tree
The earliest
known flutes were
made from swan
bones
The flute is considered a
member of the woodwind
family because it used to be
made out of wood
Professional oboe
players usually make
their own reeds out of
a piece of cane
Did you kn
o
w?
D id y
ou
kn
Di
d
ow?
The bassoon has
12 or more keys that
can be played only by
thumbs
know?
u
yo
The French Horn got
its name from the hunting horn that appeared
in France around 1650
The clarinet has the
largest pitch range
of all woodwind
instruments
9
Concert Activity: Be an Artist!
The flute, oboe, clarinet and bassoon are featured in Peter and the Wolf.
In this orchestral fairy tale, adapted for woodwind quintet, the characters are
represented by different instruments. Draw the characters that match the
instruments. Make your selection from the characters below.
Oboe
Bassoon
Clarinet
Flute
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Concert Activity: “Oh, A-Hunting We Will Go”
Teaching Rhyming Through Musical Verse
Overview
This lesson is most appropriate for second graders, but can be adapted for kindergarten or first graders.
The activity begins with the singing of the song “A-Hunting We Will Go” with its original verses and several
new verses that support rhyming concepts. Students brainstorm pairs of rhyming words and create
their own verses for the song. The activity culminates with the practice of rhyming skills using an online
interactive tool.
Publisher
ReadWriteThink (readwritethink.org)
Grade
K-2
Objectives
Students will identify rhyming words, brainstorm rhyming words, create song verses (as a group or
individually), practice rhyming words
Tools
Verse Frame handout (included)
Word Build & Bank interactive tool: http://www.readwritethink.org/materials/wordbuild/
Chart paper or overhead transparency
Computers with Internet access
Marker, paper and pencils
Preparation
Familiarize yourself with the melody and words to the song “A-Hunting We Will Go.” Prepare to instruct
students in accessing and using the Word Build & Bank interactive tool on the computer. Schedule time for
the class to use the computer lab.
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Concert Activity: “Oh, A-Hunting We Will Go” con’t.
Instruction and Activities
Session 1– Introducing rhyming words through music
1. Begin the lesson by teaching students to sing the song “A-Hunting We Will Go.”
A-hunting we will go, a-hunting we will go.
We’ll take a little fox and put it in a box
and then we’ll let it go.
2.
Ask students to identify the two words that sound the same in the song (fox and box). Continue to
sing the song with the following phrases to replace the second line. As you sing the song, pause for the second rhyming word and allow students to sing the word they think rhymes. This should be easy and fun for students.
We’ll take a little fish and put it on a dish
We’ll take a little whale and put it in a pail
We’ll take a little frog and put it on a log
3. Allow students to sing the song together several more times using both the original lyrics and the
three new verses.
4.
Ask students to brainstorm other animals that could be used in the song. List these animals on chart paper. Then ask students to think of words that rhyme with each animal name. For example:
snake: lake, cake, rake
bear: hair, dare, chair
cat: hat, mat
5. Model for students how these words can be used to create new verses of the song. For example:
We’ll take a little snake and put it in a lake
We’ll take a little bear and hug it if we dare
We’ll take a little cat and put it on a mat
6. Next, write the following verse frame on chart paper or an overhead transparency.
Oh, a-hunting we will go, a-hunting we will go.
and put it in a
We’ll take a little
and then we’ll let it go.
12
Concert Activity: “Oh, A-Hunting We Will Go” con’t.
7.
Invite students to choose one of the animal names from the brainstorming list and one of the rhyming words. Write these words in the blanks of the verse frame.
8.
For additional practice, instruct students to make their own lists of animal names and rhyming words.
9.
Provide each student with the Verse Frame handout. Ask each student to create two or three verses to the song by writing pairs of rhyming words in the blanks.
10. Once they have completed their verses, gather the students together and allow them to share them. Sing the verses together as a class.
1.
Session 2 – Practicing rhyming words
Take the students to the computer lab to continue practicing rhyming words.
2.
Have students access the Word Build & Bank interactive tool.
3.
After clicking on “Begin,” students will be prompted to select a word ending. Then a set of letters and blends will appear on the screen. Students click on a letter that, when added to the word ending, makes a word. By creating several words, students will make their own lists of rhyming words. Be sure to draw students’ attention to the Word Bank where they can read and review their
word lists.
[Note: Some of the words on the lists do not rhyme. For example, oat and eat do not rhyme with cat, fat, and hat. Take the opportunity to discuss with students why these words do not rhyme even though they have the same ending letters.]
4.
When students successfully create all possible words for a word ending, instruct them to print their word lists. Students can then continue the game by selecting a different word ending and creating another list of rhyming words.
5.
Have students use their printed word lists to create new verses for other rhyming songs.
Extensions
Students are now ready to identify rhyming words in other popular songs. You might also wish to display the words to certain songs and ask students to underline the words that rhyme.
As a class, use other simple rhyming songs to continue practice with rhyming skills as students create
their own new verses. The Word Build & Bank interactive tool can be used to help students generate
rhyming words for the songs.
13
Concert Activity: “Oh, A-Hunting We Will Go” con’t.
Fill in the blanks with rhyming words to complete each verse.
Oh, a-hunting we will go, a-hunting we will go.
We’ll take a
and put it in a
and then we’ll let it go.
Oh, a-hunting we will go, a-hunting we will go.
We’ll take a
and put it in a
and then we’ll let it go.
Oh, a-hunting we will go, a-hunting we will go.
We’ll take a
and put it in a
and then we’ll let it go.
14
Woodwind Coloring Page
Most woodwind instruments are made of wood, but flutes can be made of metal. You play the
instrument by blowing into the tube.
FLUTE
CLARINET
OBOE
BASSOON
15
STRINGS: The Story of Abbie Burgess
Music you will hear:
Lighthouse Keeper: The Story of Abbie Burgess by Delvyn Case
Song to sing:
Shine On Me
Instruments you will see:
Violin
•
•
•
•
Viola
Cello
Bass
Each instrument has four strings and can be played with a bow or fingers.
The higher the pitch, the smaller the instrument.
The lower the pitch, the larger the instrument.
The instruments are made of wood, and the bow strings are made of horsehair.
Concepts to learn:
Quintet, Melody, Tempo, Rhythm, Pizzicato, Dynamics
16
Notes from the Composer
The Story of Abbie Burgess is a story with music intended for young audiences that was
commissioned by the Portland Symphony Orchestra for their KinderKonzert series.
The first ten minutes of the piece function to introduce the main character, the principal
musical themes, and the string instruments.
The remaining 30 minutes re-tell the famous story of Abbie Burgess, the teenager who
heroically maintained the Matinicus Rock lighthouse during several Nor’easters in the 19th
century while her father was stuck on the mainland. As a composer who grew up on the
coast of Maine, and as the father of two young daughters, I was drawn to this story for its
inspiring message about a young woman who triumphed over adversity by discovering
the strength that she had inside of her. It was also extremely gratifying to create a piece
intended to continue the PSO’s wonderful legacy of commitment to the musical life of the
young people of the state. As a music student, I benefitted remarkably from the PSO’s
educational outreach initiatives-including attending KinderKonzerts myself!
The original script of this piece is based upon two principal sources: The Original
Biography of Abbie Burgess, Lighthouse Heroine by Dorothy Hilder Jones and Ruth
Seton Sargent (Funk and Wagnalls, 1969), and the wonderful picture book Abbie Against
the Storm by Marcia Vaughn, with illustrations by Bill Farnsworth (Beyond Word, 1999).
The former (itself a dramatization of the story intended for adolescent readers) provided
accurate and detailed descriptions of the day-to-day life of the Burgess family on the Rock.
The latter — which I read many times to both my daughters when they were very young —
inspired the tone and mood of the music through its captivating and moving illustrations.
Among the many other valuable resources I consulted as I wrote the piece,
one was particularly valuable; passages from Abbie’s own letters, as
quoted in The Lighthouses of Maine by Jeremy D’Entremont,
president of the American Lighthouse Foundation.
I wish to extend thanks to the many people and organizations
who have kept alive Abbie’s story over the years, and I am
honored to have the opportunity to add to her legacy in my own
small way. It is my hope that the children who experience this
piece will be inspired by Abbie’s courage and resilience in the
face of adversity.
Other notes: The Story of Abbie Burgess prominently features two
melodies. “Shine on Me” is a traditional gospel/folk song. The chorus,
which is the only part of the song that is used, is completely secular
when disassociated from the verses. Abbie’s theme is based on an
original hymn tune commissioned by Quincy Point Congregational
The only known photograph
Church in 2009. The text of this Advent hymn was written for their
of Abbie Burgess Grant
minister, Ann Suzedell, and is entitled “Put a Candle in the Window.”
Again, in Abbie Burgess, only the tune is used.
— Composer Delvyn Case
17
Song to Sing: Shine On Me

Traditional, Arr. by Delvyn Case
D
G
Medium waltz
 
  
O


shine
on

  
me,




light
  

 

3
from the light - house
G
12


on
me,



shine,
 
 
3
let the
light
let the

shine
on
me,


   
O
shine
on
me
O
A
 
 
let the
bm
17

3

me,

D

  
shine
on
D

3

 
3
  
shine
O
A
6
D
light
3
light - house

shine,
light - house
A



 
 
from the
3
from the
G
3



 
 
3

shine
D

on

me.

18
Important Musical Concepts
Quintet
A quintet is music for five players. A quintet is not an orchestra but a small ensemble that
performs chamber music. The Portland Symphony Orchestra woodwind quintet is composed of one flute, one clarinet, one oboe, one bassoon, and one horn. The horn belongs
to the brass family but can play in both a woodwind and brass quintet. The horn is a part of
the woodwind quintet because its tone compliments the sound of the woodwinds.
Melody
A melody can be thought of as a note that is going for a walk. “Melody is the singing side of
music,” said Leonard Bernstein. While rhythm has been referred to as the heartbeat of
music, melody has been called the tune of the piece of music. Melody is the horizontal
line of music. What we like and don’t like in music is probably based on its melody. Most
melodies you hear in music also tell a story.
Tempo
“What is the tempo of this piece?” is a way of asking “How fast or how slowly does the
music go?” The tempo of a piece of music is very important as it affects the mood and
difficulty of a piece. If you catch yourself tapping your food along to a piece of music you
have found the tempo! Normally a conductor keeps the tempo of the music but in a quintet it
is up to all five players to work together to keep a steady tempo. See if you can keep tempo
when listening to your favorite songs.
Rhythm
Rhythm is the ‘heartbeat’ of music and is the groupings of beats or pulses (sounds and
silences) into patterns.
Dynamics
Dynamics are the loudness and softness of a sound or a note and are usually indicated
below the notes in music by “dynamic marks.” Music marked “Piano” means to play the
music very soft; music marked “Forte” means to play the music loud.
Pizzicato
Pizzicato is a method of playing a string instrument by plucking the strings with the fingers,
rather than using the bow. This produces a very different sound from bowing; it is short and
percussive rather than sustained.
19
Instrument Sounds: Strings
About two-thirds of an orchestra is made up of stringed instruments. These instruments have
a rich, varied tone, which sounds very rich when a large number of them play together. There
are four kinds of stringed instruments in the orchestra: the violin, viola, cello and double bass.
Each is made of wood and has a similar curvy shape to its construction. The small stringed
instruments produce a higher pitched sound while the large stringed instruments produce a
lower pitched sound. The instruments are played by drawing a bow across the four strings.
The horsehair on the bow vibrates against the strings which produces a sound. String players
can also produce sounds on their instruments by plucking the strings with their fingers.
The violin is the smallest member of the string family but makes up the largest section in
the orchestra. Because of its small size, the violin produces the highest pitch in the string
family. The violinists in the orchestra are split in two sections, first violins and second violins.
The viola is second smallest of the string family. It’s strings are thicker than those on the
violin, producing a rich warm sound that is seldom heard alone in the orchestra.
The cello sounds lower than both the violin and viola. The cellist rests the instrument on
the floor and holds it with their knees. It’s beautiful, rich tone and great range allows the cello
to often be used as a solo instrument.
The DOUBLE bass has the largest body, the longest and thickest strings, there for it has
a lower pitch than the rest of the string family. Like the cello, the bass player must place the
instrument on the floor but because of its height, they must stand up or sit on a high stool in
order to play it. Its pitch is low, providing a good foundation for the rest of the strings.
violin
violA
CELLO
Double
BASS
20
The String Family Up Close
head
scroll
Bow
point
tuning peg
stick
string
hair
neck
Violin
handle
{
fingerboard
frog or nut
soundboard
screw end
scroll
tuning peg
neck
{
string
waist
fingerboard
{
bridge
sound hole
or f-hole
sound board
{
tailpiece
waist
sound hole
or f-hole
tailpiece
chin rest
endpin
Double Bass
21
Did you k
w?
no
o u kn
y
id
The end
of the bow which
holds and adjusts the
horsehair is called
a frog.
?
ow
k
u
yo
now?
The curvy shaped holes
on each side of the strings
are called “f-holes”, which
is where the sound
comes from.
It takes 70
pieces of wood to
make a violin.
know
u
?
yo
The double bass
is the only string
instrument tuned in the
interval of fourths
rather than fifths.
y
Did
Did
D
you k
id
w?
no
The double bass can
often be found in jazz
ensembles as well as
orchestras.
Did
D
Fun Facts About Strings
know?
u
o
The cello is able
to cover the entire
range of pitches
produced by the
human voice.
22
Concert Activity: Create Your Own Nautical Flags
Lighthouse Keeper calls for some important interactive components. During the
performance, children will be asked to raise different weather flags or small craft advisory
flags that coordinate with the music that occurs in the performance. Special flags are often
used to signal or communicate messages at varies times but especially if the weather is
getting bad.
Please bring your weather flags to the performance and Abbie will instruct you when to
wave them from the audience.
Use the images below to create your own weather flags; on the following pages there is a
guide to get you started but feel free to use your imagination and get creative with other
materials such as fabric, felt or construction paper to make your flags.
Small Craft
Advisory Flag
(up to 38 mph winds)
Gale Flag
(39-54 mph winds)
Storm Flag
(55-73 mph winds)
Hurricane Flag
(74+ mph winds)
23
Concert Activity continued
small craft & GALE Flag


24
Concert Activity continued
Storm & hurricane Flag


25
Concert Activity: Create Your Own Composition
It’s easy to start composing. Use the cards below to create your own piece of music. Cut the
letters out and group them in various ways. Perform your composition by yourself (solo) or
with friends (ensemble).
A: Theme 1
A: Theme 1
A: Theme 1
4 Claps
4 Claps
4 Claps
4 Claps
B: Theme 2
B: Theme 2
C: Theme 3
D: Theme 4
p
stom
p
stom
4 Stomps
?!
stomp
stomp
A: Theme 1
4 Stomps
4 Snaps
4 Anything!
26
Meet the Composer
DELVYN CASE (b. 1974) is a composer,
conductor, scholar, and educator based in Boston. As
a composer, he has received honors and fellowships
from numerous organizations, including BMI, The
Society of Composers, The MacDowell Colony, The
New York Virtuoso Singers, The Atlantic Center for
the Arts, The Composers Conference at Wellesley,
the Orvis Foundation, The Chicago Ensemble, Audio
Inversions, Sounds New, the National Association of
Composers, and The College Music Society, among
others. He is a former member of Boston’s infamous
composers’ collective Composers in Red Sneakers.
Past performers of his music include the Louisville
Orchestra, the Grammy-winning quintet Chestnut
Brass Company; mezzo-soprano D’Anna Fortunato;
Grammy-nominated pianist Charles Abramovic; The
New York Virtuoso Singers; Rome’s Freon Ensemble;
and Ibis Camerata. Recent commissions include a
children’s piece for the Portland (Maine) Symphony
Orchestra’s educational outreach ensemble and a
new work for the Cambridge-based ensemble Dance
Currents, Inc.
Delvyn Case is the composer of The Prioress’s Tale, a 75-minute chamber opera inspired by
Chaucer, whose January 2008 premiere garnered feature articles in the Boston Globe and the
South Shore Patriot Ledger. A parable about the power of forgiveness to heal the wounds of
religious intolerance, the production tours throughout New England each winter, supported by
institutions wishing to explore issues of interfaith dialogue and peace-making in a unique way.
Delvyn Case is currently Assistant Professor of Music at Wheaton College in Norton, Mass,
where he teaches courses in theory and composition and conducts the Great Woods
Chamber Orchestra. He also currently conducts the Quincy Bay Chamber Orchestra, a
professional ensemble he founded in 2008, and the Eastern Nazarene College Choral Union.
He has previously served on the faculties of the Longy School of Music, Boston College,
and Northeastern University. He holds degrees from Yale (B.A. summa cum laude) and the
University of Pennsylvania, where he completed the Ph.D. in composition at the age of 26.
www.delvyncase.com
27
Strings Coloring Page
VIOLA
VIOLIN
DOUBLE
BASS
CELLO
28
Resources: Strings
About the Composer
http://www.enc.edu/~delvyn.case/index/Home.html
Recommended Reading
The Original Biography of Abbie Burgess, Lighthouse Heroine by Dorothy Hilder Jones and
Ruth Seton Sargent (Funk and Wagnalls, 1969)
Abbie Against the Storm by Marcia Vaughn, with illustrations by Bill Farnsworth (Beyond
Word, 1999)
The Stormy Adventure of Abbie Burgess, Lighthouse Keeper by Amanda Doering Tourville,
Peter Roop, Connie Roop, and Zachary Trover
Keep the Lights Burning, Abbie by Peter Roop, Connie Roop, and Peter E. Hanson
About Abbie Burgess
http://www.lighthouseeducation.org/teacher.html
http://crm.cr.nps.gov/archive/20-8/20-8-12.pdf
http://www.lkwdpl.org/wihohio/gran-abb.htm
Lighthouse Education
http://www.lighthouseeducation.org/
http://www.nps.gov/history/maritime/keep/keep19th.htm
http://www.nps.gov/history/maritime/keep/keephero.htm
http://www.lighthousefoundation.org/
http://lighthouse.cc/
Coastal Weather and Nautical Weather Flags
http://www.nws.noaa.gov/om/marine/cwd.htm
29
Brass: Blast Off!
Music you will hear:
“Fanfare” from Also Sprach Zarathustra by Richard Strauss
Star Wars by John Williams
“The Elephant” from Carnival of the Animals by Camille Saint-Saens
“Jupiter Hymn” from The Planets by Gustav Holst
“Triumphal March” from Aïda by Giuseppe Verdi
El Capitan by John Philip Sousa
“Contrapunctus I” from The Art of Fugue by Johann Sebastian Bach
Fly Me to the Moon by Bart Howard
The Stars and Stripes Forever by John Philip Sousa
Songs to sing:
“Twinkle Twinkle Little Star”
“The Planets” (sung to the tune of “This Old Man”)
Concepts to learn:
Quintet, melody, tempo rhythm, dynamics (forte and piano), mouthpiece
Instruments you will see:
TUBA
TRUMPET
FRENCH HORN
•
•
•
•
The smaller the instrument, the higher the sound it makes.
The larger the instrument, the lower the sound it makes
Air vibrates inside the instruments to make sound
All brass instruments use a mouthpiece
TROMBONE
30
Songs to Sing: “The Planets” & “Twinkle Twinkle Little Star”
The Planets
Lyrics by Laura Harris (Sung to the tune of “This Old Man”)
Mercury, it is one
‘Cause it’s closest to the sun
Chorus
Knick knack paddy whack
Orbiting the sun
Learning planets sure is fun.
Venus is number two,
Closest one to me and you.
Chorus
Planet Earth, it is three
Lot’s of land but mostly sea
Chorus
Planet Mars, it is four
Rovers roaming learning more
Chorus
Jupiter, it is five
Humans here could not survive
Chorus
Saturn’s six, let’s all sing
It’s surrounded by a ring
Chorus
Uranus, number seven
Traveling the distant heavens
Chorus
Neptune is number eight
Eight in a line that’s not too straight
Chorus
Twinkle Twinkle
Little Star
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.
31
Important Musical Concepts
Quintet
A quintet is made up of five players. A quintet is not an orchestra but a small
ensemble that performs chamber music. The Portland Symphony Orchestra Brass
Quintet is composed of two trumpets, one horn, one trombone, and one tuba.
Melody
A melody can be thought of as a note that is going for a walk. “Melody is the singing
side of music,” said Leonard Bernstein. While rhythm has been referred to as the
heartbeat of music, melody has been called the tune of the piece of music. Melody is
the horizontal line of music. What we like and don’t like in music is probably based on
its melody.
Tempo
“What is the tempo of this piece?” is a way of asking “How fast or how slowly does
the music go?” The word tempo is Italian for “time” and means how fast or slow a
piece of music is performed. The tempo of a piece of music is very important as it
affects the mood and difficulty of a piece. Normally a conductor keeps the tempo of
the music but in a quintet it is up to all five players to work together to keep a steady
tempo.
Dynamics
Dynamics are the loudness and softness of a sound or a note and are usually
indicated below the notes in music by “dynamic marks.” Music marked “piano” means
to play the music very softly; music marked “forte” means to play the music loud.
MOUTHPIECE
The mouthpiece is the part of the instrument that we blow air in to make a sound.
32
Instrument Sounds: Brass
Although their early ancestors are known to have been made of wood, tusk, horn, or shell,
the instruments in the brass family are usually made of brass. Like the woodwinds family,
brass players use their air to produce sound. Instead of vibrating a reed, the brass player
vibrates his/her own lips in a mouthpiece. The mouthpiece helps to amplify the “buzzing” of
the lips to produce the instrument’s sound. Brass instruments are capable of playing at very
loud dynamics and can be heard from a great distance.
The trumpet has been with us for many centuries to sound
alarms, call men to battle, add brilliance to parades and
pageants, and symbolize the end of life with taps at military
burials. Much like the violin in the strings family, the trumpet is
the highest-pitched instrument in the brass family. Its dramatic
sound enhances the orchestra with excitement and substance.
The FRENCH horn originated from the French hunting horn of the 1600s
and was first used in orchestras to portray the hunting horn, but is now
used in all sorts of music. Like the trumpet, the player “buzzes” their lips to
produce a sound. The French horn has twelve feet of tubing which is rolled
up into a circular shape. The player can make changes in the tone quality by the way he/she places their right hand in the bell. The French horn
is very important to an orchestra for its variety of sound, which ranges
from very loud to very soft, and from very harsh and blaring to mellow and
smooth.
Originally called the sackbut, the trombone is the only
instrument in the brass family, or orchestra, which uses a
slide to change notes. The trombone player uses a mouthpiece, like the trumpet and French horn, to produce a sound.
The trombonist has seven different positions to choose from
to change pitches. Notes are changed by pushing or pulling the
slide to different positions. Its range is very similar to the cello
and bassoon and reads music in alto, tenor, and bass clefs.
The tuba, like the string bass and bassoon, is the foundation of the
brass family. The player uses a very large mouthpiece to help produce
its deep, rich sound. It is the largest and the lowest of the brass family
and usually there is only one player on each concert. The tuba player
has to have strong lungs as the instrument is large and has the
capability of enriching the sound of the entire orchestra
33
The Brass Family Up Close
French
Horn
mouthpiece
ring
thumb ring
bell
crook
valve key
little finger hook
Trumpet
mouthpiece receiver
mouthpipe
finger button or valve
little finger hook
bell
mouthpiece
water release valve
first valve slide
ring
valve casting
third valve slide
second valve slide
34
The Brass Family Up Close continued
Trombone
bell
mouthpiece
slide
water release valve
Tuba
end button
bell
mouthpiece
finger button or
valve
valve casting
35
Fun Facts About Brass
d you k
i
D
w?
w?
no
you kno
d
Di
The French
horn got its name
from the hunting
horn that appeared in
France around 1650.
?
ow
you kn
d
Di
u know
o
y
Trumpets
and French Horns
originally used different
“crooks” to change the key
of the instrument by
changing the length of the
tubing instead of the
valves that they have
today.
?
Did
The world’s largest
tuba is used by the South
African Circus. It stands
7 ft. 6 in. high and measures
3 ft. 4 in. across the bell.
It took two years to build
and contains 39 feet of
tubing.
The trombone was
known as the sackbut
until around the
year 1700.
w?
no
Different
types of mutes can
be placed in all brass
instruments to alter their
tone and dynamic level.
For example, plungers
create a “wah-wah”
effect.
Did
yo
k
u
know?
The French Horn
got its name from
the hunting horn that
appeared in France
around 1650
d you k
i
D
w?
no
Did you
The smallest
trumpet in the world
was made in Berne,
Switzerland by Karl Burri.
It has 3 valves, and
measures almost 5
inches in length.
36
Concert Activity: The Solar System
Circle your answer
1. I am the windiest planet in the solar system.
Neptune Uranus Jupiter
2. I send heat and light to the earth.
MoonSunMars
Did
you know?
Besides plan
ets, there are
other objects
in
sp
ace. Comets
move through
space. They ar
e made of ice
and dirt and ro
ck and they lo
ok like big dirty
snowballs with
tails.
3. I am the biggest planet in the solar system! All other planets could fit inside me.
JupiterSaturnNeptune
4. I am a dirty snowball of ice, rock, and gas.
PlanetAsteroidComet
5. I am the third planet from the sun.
MercuryVenusEarth
6. It takes me 365 days to revolve around the sun.
SaturnMarsEarth
Did
you know?
One day we hope to
send people to Mars but
so far the moon is the only
place where people have
landed. Neil Armstrong was
the 1st person to set foot
on the moon in on July
20th, 1969.
7. I am the only heavenly body on which humans have landed.
MoonMarsVenus
8. I have the brightest rings in the solar system.
SaturnNeptuneJupiter
9. I am a hot planet but my temperature can drop to 600 degrees Celsius at night.
That is because I don’t have an atmosphere to trap the heat.
SaturnMercuryVenus
10. I have more moons than any other planet.
Mercury
Venus
Jupiter
11. I am named after the roman god of war.
Did
you kno
w?
It only ta
k
es
Mercury
88 days
to
orbit aro
und the
sun.
No other
planet
travels a
round th
e
sun faste
r.
MarsNeptuneUranus
12. My surface is red because it has iron oxide (rust) and that is why they call me the red planet.
Neptune MarsSaturn
13. I travel around the sun faster than any other planet.
VenusMercuryEarth
14. I am the star of the solar system.
EarthSun
Moon
Answer Key:
37
1. Neptune 2. Sun 3. Jupiter 4. Comet 5. Earth 6. Earth 7. Moon 8. Saturn 9. Mercury 10. Jupiter 11. Mars 12.
Mars 13. Mercury 14. Sun
Concert Activity: Verdi’s Aïda Activities
“Triumphal March” from Aïda
Giuseppe Verdi
Born: October 10, 1813
Died: January 27, 1901
Giuseppe Verdi was born in the Italian town of Le
Roncole. He showed an interest in music at an early
age and his father, though only a poor grocer, made
sure that he received music lessons. A generous
and wealthy local merchant helped pay for this
training. Verdi was one of the world’s greatest opera
composers and was honored and adored by opera
fans throughout the world.
Aïda
Verdi wrote a total of 28 operas. Aïda was one of
his last, premiering in 1871. Have you ever seen
an opera? It is a very grand stage production
in which the story is told entirely through music.
Dramatic tales, beautiful costumes, elaborate scenery and unique props are all part of such
performances. All parts of an opera are sung, and a solo piece within an opera is called an
aria. Opera stories always include a hero, a heroine, and a bad guy or two. Aïda is an opera
set in ancient Egypt. Its plot centers around Rhadames, a captain in the Egyptian guard, and
two women, Aïda and Amneris. In the second act of the opera, Egypt’s is celebrating witha
grand parade, for which the “Triumphal March” is performed. Musicians are playing long
trumpets and dancers follow, waving palms and banners, and the crowds sing a moving song
of praise. and Rhadames appears in a golden chariot. Can you imagine this grand parade as
you listen to Verdi’s music?
English National Opera’s 2007 production of Aïda
San Francisco Opera’s 2010 production of Aïda
38
Concert Activity Verdi’s Aïda Activities con’t.
WORD JUMBLE
Unscramble the names of some the instruments you will hear during “The Triumphal March”
MEPRUTTHECNFR OHRNMBRTONEOAUBT
WORD SEARCH
Search up, down, diagonal and backwards to find the words listed at the bottom of the page.
I
Y
D
D
O
M
A
N
M
H
L
H
X
O
G
M
G
F
P
U
D
U
Z
Q
J
H
J
Q
Y
P
AIDA
MARCH
I
A
E
J
I
T
S
I
T
W
Q
W
M
L
W
L
R
R
A
D
V
T
X
J
R
J
G
A
N
A
EGYPT
OPERA
A
H
G
C
X
V
E
R
D
I
X
H
S
A
X
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X
X
A
H
V
R
O
K
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P
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V
I
N
U
T
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V
A
F
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U
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M
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G
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P
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K
C
T
I
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F
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V
P
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V
A
P
F
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P
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EGYPTIAN
TRIUMPHAL
A
I
Q
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B
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C
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W
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W
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ETHIOPIA
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P
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GUISEPPE
Verdi program notes and activity shared with permission from Classics for Kids, 90.9 WGUC Cincinnati, www.classicsforkids.com
39
Brass Coloring Page
Brass instruments are made of metal. They are played by buzzing
your lips and blowing air into a hole in the mouthpiece.
40
PERCUSSION: Cowboy Ed
Coming Soon!
41
Good Listener Certificate
This is to certify that
(Name)
Was a good listener at the
Portland Symphony Orchestra KinderKonzert on
(Date)
(Teacher)
42
Post-Concert Questions
1.
How many people are in a quintet?
2.
Name the five instruments in the Woodwind quintet
3.
Name the four instruments in the Brass quintet?
4.
Name the four instruments in the String quintet
5.
What makes a woodwind a woodwind?
6.
Which instruments use reeds?
7.
Which instruments use double reeds?
8.
What is the highest instrument in the wind quintet?
9.
What is the lowest instrument in the brass quintet?
10. Why is the flute a member of the woodwind family even though it is not made of
wood?
11. Which instrument is in both the Woodwind & Brass quintet?
12. Which string instruments use an end pin?
13. What do we call a person who writes music?
43
Post-Concert Answers
1.
Five
2.
Flute, Clarinet, Oboe, Bassoon, Horn
3.
Trumpet, Trombone, Horn, Tuba
4.
Violin, Viola, Cello, Double Bass
5.
It is made out of wood, or was made out of wood in the past (as in the case of
the flute.)
6.
Clarinet, Oboe, Bassoon
7.
Oboe and Bassoon
8.
Flute
9.
Tuba
10. Originally it was made out of wood. Now it is made out of silver or gold usually.
11. Horn
12. Cello and Double Bass
13. Composer
44
The Portland Gazette
As a writer for the Portland Gazette, it is your job to review the KinderKonzert
held by the Portland Symphony Orchestra. Let the Gazette’s readers know
what you think. What did you like about the concert and why? Did the PSO
give a good performance? What about the guest artists? Should your readers
attend this concert? Remember that it is a critic’s job to report both the positive
and negative events accurately. Have your teacher send us your reviews.
Remember, your opinion counts.
t
PSO a
ed by:
w
e
i
v
e
R
oncer
your c
f
o
n
o
i
(locat
(your
name
t)
here)
45
Meet the Narrator
Laura Harris hosted KinderKonzerts
for the Portland Symphony Orchestra from
2003 to 2005, and again in 2008 through
today. Currently she is teaching a music
class at the Little Log Cabin Montessori
School. She has been a featured artist
with the Portland Symphony Orchestra
(Independence Pops), North Shore
Philharmonic, Atlantic Chamber Orchestra,
Best of Broadway, and the Portland Museum
of Art’s Jazz Brunch. She has performed
in opera, cabaret, and musical theater
throughout the region, including productions
at Maine State Music Theater, Good
Theater, PORTopera, and Hackmatack
Playhouse.
Laura teaches about
the trombone
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Audience Responsibility
When you come to hear a PSO ensemble, it’s a fun and unique experience. As many
people are in the audience, there are some rules that we follow so that everyone
enjoys the concert.
First: When the host starts to talk, it is time to listen. Look with your eyes and listen
with your ears.
Second: Stay in your seat during the concert unless instructed otherwise by the host.
Getting in and out of your seat is a distraction for those sitting next to you. Use the
bathrooms before or after the concert. (Adults keep toddlers by your side for their safety.)
Third: Let music be your only treat...no gum or candy or food is allowed in the
performance spaces.
Fourth: Photos and video or audio recording is not allowed. Please turn off your cell
phone. Use the time at the concert to focus on the musical experience.
Fifth: Show your appreciation of the musicians by applause at the end of the music
selection. If you are not sure when that is, watch the host. She/he will turn around and
face the audience when the piece is over.
Teachers and Parents: If you have any comments or suggestions regarding the
KinderKonzerts, or would like additional information about our other education programs,
please feel free to contact me:
Heather SUMNER
Education and Community Engagement Manager
Portland Symphony Orchestra
PO Box 3573, Portland, ME 04104
hsumner@portlandsymphony.org
(207) 773-6128 ext. 308
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National Standards for the Arts
The National Standard for the Arts were developed by the Consortium of National Arts
Education Associations. Several of the standards for music are addressed in varying
degrees through the concert, preparation, and pre/post exercises. This is a summary of
those standards and how they apply to your child’s concert experience.
I. Students should be able to communicate at a basic level in the art form
Learning the vocabulary involved in music: instrument names, families, technical and
expressive terms, and understanding of basic structural forms. The glossary, suggested
resources and activities will help your students become comfortable with understanding
the musical language.
II. Students should be able to communicate proficiently in at least one art form
The bulk of the responsibility lies on the school and student. However, many people are
inspired to learn an instrument and play in a musical group by their early experiences
including hearing live music.
III . Students should be able to develop and present a basic analysis of a work of art
The process of preparation before a concert, the concert experience, and a reflection afterwards will help students intelligently understand and evaluate the music they experience.
IV. Students should be able to demonstrate an informal acquaintance with
exemplary works of art from a variety of cultures and historical periods
The concerts are designed to highlight famous and significant works embracing several
hundred years of Western classical music as well as music of non-Western cultures.
V. Students should be able to relate to various types of arts knowledge and skills
within and across the arts
By integrating the study of music and related themes into the classroom, students discover
that music has many connections to other areas of learning. Because of the experiential
nature of music, often concepts and knowledge can be related to other subjects.
Info found at http://www.menc.org/resources/view/national-standards-for-music-education
48
Maine Learning Results:
Parameters for Essential Instruction
Below are MLR revised standards that are addressed in the
KinderKonzert Programs
A2
Students identify basic musical notation, symbols, and terminology of
dynamics
A3
Students listen to and identify qualities/elements of music including loud/soft,
fast/slow, high/low, meter, and long/short, steady beat/strong beat, and simple
form
E2
Students identify similar characteristics between and among arts and other
disciplines.
E3
Students identify characteristics that lead to success in the arts.
E4
Students identify the arts in life experiences.
a. Students identify the role and activities of a visual or performing artist.
b. Students describe common arts activities.
c. Students describe the way the arts make them feel.
E5
Students identify positive interpersonal skills that impact the quality of their art
and participation in the arts.
1. getting along with others
2. respecting differences
3. working as a team
Below are Proposed Revised MLR Standards for Visual Arts
A1
Students recognize a variety of purposes for making art, including telling a story, communicating emotion, or beautifying functional objects.
49
KinderKonzert Evaluation
Your opinion is important to us. Your input helps us to better refine our programs
for future audiences and is greatly appreciated. Thank you!
KinderKonzert date: Children found the concert to be an enjoyable
experience
KinderKonzert location: Your name and title 1
2
3
4
5
disagree
agree
1. The PSO has the following goals for the KinderKonzert program:
Logistics of the concert were clearly communicated
• to provide opportunities for children to hear live
to me (e.g., reservations, payment method,
orchestral ensembles introducing the four families
directions, and seating)
of instrument
• learn how each instrument is played
1
2
3
4
5
• recognize the instrument sounds
disagree
agree
• learn about various elements of music
• discover that understanding music is a pathway to
3. Do you/your school have specific learning outcomes
creativity, self-discovery and self expression
for KinderKonzerts?
Yes
No
After attending this program, do you think we addressed
If so, how do you assess what the children have and met those goals?
Yes
No
learned?
Portfolio
Comments:
Teacher observation
Projects/Investigations
Other
4. What would you suggest to improve this program?
2. Please indicate your opinion of the following
statements by circling the corresponding number.
Concert pieces were appropriate for audience and
grade level
1
2
3
4
disagree
5
2
3
4
disagree
agree
disagree
2
3
4
6. I am interested in hosting a KinderKonzert at my school
Yes
No
5
Narrator comments contributed to the overall under
standing of musical concepts
1
5. I am interested in contributing teaching ideas for pre/post concert activities
Yes
No
agree
Children felt a sense of involvement with the concert
1
(Please continue on the back if needed)
5
agree
Please return forms to:
Heather SUMNER
Education and Community
Engagement Manager
Portland Symphony Orchestra
PO Box 3573, Portland, ME 04104
or email hsumner@portlandsymphony.org
50
KinderKonzert Underwriting Credits
PSO KinderKonzert community visits are made possible in part by the
generous support of our donors.
SUPPORT FOR THE Brunswick LOCATION PROVIDED BY:
Bob & Marge Healing
Bob & Nan Morrell
CDR & Mrs. Charles A. Orem
Herbert & Harriet Parris
Pat & Bill Spock
David & Ann Swanson
SUPPORT FOR THE lEWISTON LOCATION PROVIDED BY:
Debby Hammond
H. Martyn Owen
SUPPORT FOR THE PORTLAND LOCATION PROVIDED BY:
Kathy & Bob Crispin
Phyllis & Bernard Givertz
Ward & Linda Graffam
Lenore & Norman Rapkin
SUPPORT FOR THE SACO LOCATION PROVIDED BY:
Jerry & Nancy Angier
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