Jason Seber
Education & Outreach
Conductor
Dear Teachers,
Welcome to the 2013 Humanities concert entitled “World Cultures: A Musical Journey!” We are excited to bring you a program focusing on the music of other cultures and the musical connections that exist between each country. Students will also enjoy learning about the key elements that make each country’s style and instrumentation unique. This year’s concert will feature a diverse collection of music from China, Hungary, Austria, Spain, Israel, Brazil, and the
United States!
We are proud to announce that this concert will be conducted by our new Education and
Outreach Conductor, Jason Seber. We are thrilled to have him conduct all of the education concerts this season!
We look forward to seeing you at the concert. If you have not reserved your seats yet, please complete the concert registration form located here- https://www.louisvilleorchestra.org/education-community/concert-registration-form/
This curriculum guide contains:
• Teacher guide and instructions
• Student activity pages that can be copied and given directly to students
• Instructions for accessing the online Naxos Classical Music Library provided by the Louisville Free Public Library. (Library card required) Humanities playlists as well as other playlists for Louisville Orchestra education concerts are available!
• “World Cultures: A Musical Journey!” Program
Please visit www.louisvilleorchestra.org and visit the “Education and Community” section for updates regarding all of our educational offerings! You can register for concerts, download our
2013-2014 newsletter and curriculum guides, view repertoire lists, and much more!
We look forward to seeing you soon! Please contact us if you have any questions.
Sincerely,
Jason G. Pearman
Education and Community Engagement Manager jpearman@louisvilleorchestra.org

Teacher Guide
World Cultures
A Musical Journey
Be sure to access the playlist for the 2013 Humanities concert – World Cultures:
Instructions for accessing the online Naxos Classical Music Library are listed below. (Library card required)
1. Go to www.lfpl.org
2. Click on box labeled “Louisville Free Public
Music Library” (right side)
3. Click tab labeled “Browse Music Library”
(near top)
4. Login with username and password (Library card required)
5. Click “Playlists” (top of page)
6. Click “Louisville Orchestra” (left side)
7. Click “Humanities”
8. Select tracks and enjoy!
• use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)
• use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music and creating music independently and with others
• identify instruments according to classifications (family, voices, folk and orchestral instruments)
• describe and analyze distinguishing characteristics of music representing a variety of world cultures
• listen to, perform and classify music representing a variety of world cultures and historical periods
• examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture
• compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)
• create new, listen to, choose and perform music to fulfill a variety of specific purposes
• identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest)
Marshall & Mimi Heuser
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© Louisville Orchestra Education Department 2013

Teacher Guide
World Cultures
A Musical Journey
1. Discuss the four instrument families with which students are familiar on page 4. (brass, strings, percussion, woodwinds)
2. Discuss the instruments representative of each country. (pages 5-7) Discuss features, compare/ contrast, etc.
3. Read through the definitions of idiophone, aerophone, membranophone, and chordophone.
(page 8)
4. Have students label each instrument accordingly on pages 5-7.
5. Have students answer the questions and discuss as a class. (page 8)
6. Lesson expansion: Assign each student a new instrument to research, investigate, and have them explore the sound!
China:
Dagu
Dizi
Sheng
Bianzhong
Erhu
1. M
2. A
3. A
4. I
5. C
Spain:
Bandurria
Castanets
Tambourine
Guitar
Hungary:
Cimbalom
Davul
Cobza
Duda
6. C
7. M
8. C
9. A
Israel:
Kinnor
Asor
Timbrel
Shofar
Austria:
Akkordolia
Bock
10. I
11. A
Steirisch Harmonika 12. A
Schrammel Accordion 13. A
Brazil:
Rabeca
Berimbau
Chocalho
Apito
14. C
15. I
16. I
17. C
18. C
19. C
20. I
21. A
22. C
23. C
24. I
25. A
Questions on page 8:
#1-5: Varying Answers.
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Student Activities
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World Cultures
A Musical Journey
Student Activities
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Student Activities
World Cultures
A Musical Journey
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Student Activities
World Cultures
A Musical Journey
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World Cultures
A Musical Journey
Student Activities
We are probably not familiar with many of the instruments on pages 5-7. These instruments are known to be unique and one-of-a-kind to each country/culture.
• Please note that these countries also utilize instruments that we are familiar with such as the trumpet, flute, violin, etc.
• There are many more examples of instruments from each country. This is just a small sample!
Although they may not fit exactly into the brass, string, woodwind, or percussion family; they all can be categorized as an idiophone, membranophone, aerophone, or chordophone.
Idiophone - musical instrument in which sound is created by the vibrations of the instrument itself.
Examples of idiophones include: xylophone, marimba, woodblock, and triangle.
Aerophone – musical instrument in which sound is created by vibrated air. Examples of aerophones include: tuba, oboe, and saxophone
Membranophone – musical instrument in which sound is produced by a vibrating stretched membrane.
We usually refer to this membrane as a drum “head”. Examples of membranophones include: timpani drum, snare drum, and bass drum.
Chordophone – musical instrument in which sound is produced by a vibrating string. Examples of chordo phones include: violin, guitar, and harp.
DIRECTIONS: Label each instrument accordingly. (on pages 5-7) Look at the characteristics and features of each instrument. How does the instrument make a sound? Does it use air? String(s)? Membrane or “drum head”? etc.
Label each instrument with one of the following: (I) Idiophone; (A) Aerophone; (M) Membranophone; (C) Chordophone
Look at each instrument and compare/contrast with the brass, woodwind, percussion, and string families.
What instrument is it most similar to?
1.
What are the similar features?
2.
What are the main differences?
3.
Compare/contrast among each country.
What do all of the countries have in common with their instruments?
4.
What features of their instruments are unique?
5.
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Teacher Guide
Instructions:
1. Hand out the Brasil student worksheets (pages 10-11)
2. If possible, clap the samba rhythm (on page 10)
3. Listen to Brasil! http://www.youtube.com/watch?v=ZkByh9CTYEU
4. Have students complete the questions provided. (page 11)
Answer Guide:
1. Verse-Chorus form
2. The climate is tropical because the writer mentions palm trees. There is water nearby because the writer talks about fishing. Wheat crop is grown (author makes reference to a “wheaten” land.
3. We learn that one kind of music is the samba, another is the congo, and that one of Brazil’s instruments is the pandeiro (an instrument similar to a tambourine). We also learn that people dance to the congo and someone is referred to as the “Congo King.”
4. They have dark skin. The song has references to “mullato,” “brown girl,” and “black mother.” The people like to dance (samba and conga) and they probably like to sing.
5. Artistic Expression – because it is written to express feeling and emotion.
6. Open ended question. Students should talk about the love, enthusiasm, pride, etc. the author has about Brazil. www.LouisvilleORchestra.org
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© Louisville Orchestra Education Department 2013

Student Activities
World Cultures
A Musical Journey
Composed by Ary Barroso, 1939
Brasil, also known as Aquarela do Brasil, was composed by Ary Barroso and voted best Brazilian song of the century by the Brazilian Academy of Letters in 1997. This song is a samba-exaltação; a type of Brazilian music that exalts the beauties of the land. Samba is both a type of music and a festive dance. It was developed from the musical traditions of African slaves in
Brazil and has a heavy accent on the second beat. Samba originated in the north of Brazil and was further developed in Rio.
Samba Rhythm
The chorus below is printed in the song’s original language of Portuguese, a native language of Brazil. Read the translated lyrics and answer the questions below.
Chorus in original Porteguese
O Brasil do meu amor
Terra de Nosso Senhor
Brasil! Brasil!
Prá mim... prá mim...
Chorus translated into English
O Brazil that I love,
Land of Our Lord,
Brazil, Brazil, for me, for me!
Translation of AQUARELA DO BRASIL
What does music tell us about a country and its culture? Knowing that this song is one of the most popular songs to come from Brazil, read the translated lyrics carefully and visualize the country, its people, and its traditions. Answer the questions on page 11.
Brazil, the Brazil that I know,
My good-looking mulatto.
I’m going to sing you in my verses.
O Brazil, samba that gives
A swing that makes you sway.
O Brazil that I love,
Land of Our Lord,
Brazil, Brazil, for me, for me!
O, open the curtain of the past.
Bring the black mother out of the pastures.
Put the Congo king dancing the Congo.
Brazil, Brazil!
Let the troubador sing again
To the melancholy light of the moon
Every song of my love.
I want to see the Holy Lady walking
Through the halls, wearing
Her garments of lace.
Brazil, Brazil, for me, for me!
Brazil, good and pleasant land
Of the beautiful brown girl
With the indifferent gaze.
O Brazil, greenness that gives
The world cause to wonder.
O Brazil that I love,
Land of Our Lord,
Brazil, Brazil, for me, for me!
O, this palm tree that yields coconuts,
Where I tie my fishing net
On clear moonlit nights.
Brazil, Brazil!
O, these murmuring fountains
Where I quench my thirst
And where the moon comes to play.
O, this Brazil, beautiful and wheaten,
Is my Brazilian Brazil,
Land of the samba and the pandeiro.
Brazil, Brazil, for me, for me!
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Questions to answer:
1. What is the form of this music?
Student Activities
2. What does this song tell us about the climate and/or the landscape of Brazil? Describe three things we can infer about the landscape (not opinions about it).
3. What does this song teach us about the music of Brazil? Name at least two things.
4. What does this song tell us about Brazil’s people?
5. What purpose does this music fulfill (ceremonial, recreational, or artistic expression)? What supports your claim?
6. How does the writer feel about Brazil?
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© Louisville Orchestra Education Department 2013 www.LouisvilleORchestra.org

World Cultures
A Musical Journey
Teacher Guide
Hand out pages 13-15 to the students. Have them fill in the answer blanks on page 15.
Answer Guide for Score Activity on page 13.
1. Sixteenth notes
2. Forte (loud)
3. Tempo Marking (Slow, with motion)
4. Treble Clef
5. Decrescendo (gradually getting softer)
6. Pianissimo (very soft)
7. Dotted half note
8. Eighth Rest
Students can also listen to this famous folk song by following this link: http://www.youtube.com/watch?v=2yR9KDduDVA&list=PL305CF36CCD9C0BEC www.LouisvilleORchestra.org
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World Cultures
A Musical Journey
1. Read the background story and the lyrics to
Yeroushalaim Shel Zahav on page 14.
2. Look at the score provided.
3. See if you can identify the circled score items and write the answers on page 15. Use your Music
Vocabulary List if you need help.
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Student Activities
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©2000 by Robert Wendel Made in USA ALL RIGHTS RESERVED
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Student Activities
Fantasia on “Yeroushalaim Shel Zahav” by Robert Wendel
Yeroushalaim Shel Zahav, also known as “Jerusalem of Gold” is a popular folk song of Israel. It reflects on the
Jewish exile from Jerusalem. This piece was actually used in the end of the film Schindler’s List.
Verse 1
Avir harim tsalul k'yayin
Vereiyach oranim
Nissah beru'ach ha'arbayim
Im kol pa'amonim.
U'vtardemat ilan va'even
Shvuyah bachalomah
Ha'ir asher badad yoshevet
Uvelibah - chomah.
Chorus:
Verse 1
The mountain air is clear as water
The scent of pines around
Is carried on the breeze of twilight,
And tinkling bells resound.
The trees and stones there softly slumber,
A dream enfolds them all.
So solitary lies the city,
And at its heart -- a wall.
Chorus:
Oh, Jerusalem of gold, and of light and of bronze,
I am the lute for all your songs.
Verse 2
Yerushalayim shel zahav
Veshel nechoshet veshel or
Halo lechol shirayich Ani kinor.
Verse 2
Chazarnu el borot hamayim
Lashuk velakikar
Shofar koreh behar habayit ba'ir ha'atikah.
Uvme'arot asher baselah
Alfei shmashot zorchot
Nashuv nered el Yam Hemalach
B'derech Yericho
Verse 3
The wells are filled again with water,
The square with joyous crowd,
On the Temple Mount within the City,
The shofar rings out loud.
Within the caverns in the mountains
A thousand suns will glow,
We’ll take the Dead Sea road together,
That runs through Jericho.
Verse 3
Ach bevo'i hayom lashir lach
Velach likshor k'tarim
Katonti mitse'ir bana'ich
Ume achron ham'shorerim.
Ki shmech tsorev et hasfatayim
Keneshikat saraf
Im eshkachech Yerushalayim
Asher kulah zahav.
But as I sing to you, my city,
And you with crowns adorn,
I am the least of all your children,
Of all the poets born.
Your name will scorch my lips forever,
Like a seraph’s kiss, I’m told,
If I forget thee, golden city,
Jerusalem of gold.
You can listen to this famous folk song by following this link: http://www.youtube.com/watch?v=2yR9KDduDVA&list=PL305CF36CCD9C0BEC
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Student Activities
Robert Wendel
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www.LouisvilleORchestra.org
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Teacher Guide
Instructions:
1. Show students an American flag and briefly discuss the flag’s symbols and colors. The 13 stripes represent the original colonies and the 50 stars represent the states of the Union. While the colors of the original flag did not have meaning, they were symbolic in the Great Seal. White = purity, red = valor, and blue = justice and perseverance.
2. Choose a country for each student to research.
3. Explain to students that they will each research important facts about the country’s land, people and flag.
Each student will use internet resources to draw/duplicate the flag and learn about its symbolism and history.
4. You may lead students to various websites or have them find their own sources. Refer them to the Map and Flags of the World student worksheet for specific instructions.
5. Have students present their flags to the whole class, or have them turn in the worksheets if time is limited.
6. If students have displayed or presented their work, you may reflect on the assignment with the following questions:
• Are there common themes found in the flags of these countries?
• What types of information that can be expressed about a country through its flag (history, change, government, religion, geography, resources)?
• Why might a flag change during a country’s history? Can you give an example? www.LouisvilleORchestra.org
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World Cultures
A Musical Journey
Student Activities
#3____________
#7_________
#4________
#6____________
#5________
#2___________
#1____________
Fill in the names of these countries in the appropriate space on the map above. Use an atlas if needed. www.worldatlas.com Countries to find: China, Hungary, Austria, Spain, Israel, Brazil, and the United States
Find out about Flags! Your teacher will assign you to one country. Use the internet and/or print resources as instructed by your teacher. Make sure you cross-reference with at least two different sources. On a separate piece of paper, draw as accurate a rendering possible of the country’s flag. On another sheet of paper, fill in your sources below and answer the following questions:
Source 1__________________________ Source 2__________________________ Source 3_____________________
Answer these questions:
Has the flag changed throughout the country’s history? If so, why? How has it changed?
What does the current flag reflect about the nation?
Explain the significance of the flag’s symbols, colors, or mottos.
Are any of the facts you learned about the country reflected in its flag?
Did you learn anything new about the country from its flag?
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Teacher Guide
1. Hand out rubric. (This can also be done as a group activity - project rubric onto an overhead screen)
2. Using the rubric, present students with a variety of event locations such as a ball park, rock concert, church, etc. Ask students for additional locations and add to rubric.
3. Discuss each event. What behaviors are acceptable? What behaviors are not acceptable? Why? (Review discussion points on next page)
4. Fill out rubric. Label each box with the appropriate letter – A=Always, S=Sometimes, or N=Never. Some boxes may have multiple answers!
A=Always, S=Sometimes, N=Never [some answers may vary]
Cheer: A S/N S/N A A N
Clap politely: S/N S/N A S S S/N
Talk to those around you: A
Eat: S
S/N N S S N
N N S S A/S
Stand up and walk around: S
Clap in time to the music: S
S/N
S
N
S
S
A
N
A
N
N
5. Optional - Role play some of these events (Mimic a game with fans, etc.)
6. Ask students why they think we behave differently at each event (different atmospheres, traditions, etc.)
7. Note that at performances, we’re usually expected to be quiet while the orchestra is playing. We then show our appreciation (applause) at the conclusion of each piece. This is out of respect for the performers and their efforts. Have students put themselves in the place of the performers. How do they feel when someone doesn’t pay attention to them or talks over them? www.LouisvilleORchestra.org
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Teacher Guide
Have students complete the audience etiquette worksheet.
1. C
2. C
3. A
4. B
5. D
• Remind students that there are unwritten social “rules” when attending a concert. It is important to know, understand, and demonstrate good concert behavior.
• It is customary to applaud when the concertmaster, walks out onto the stage. It is tradition to applaud and furthermore, it shows respect to the concertmaster who holds the responsibility as the lead orchestral musician.
• It is also customary to applaud when the conductor walks out onto the stage. The orchestra will also stand when the conductor enters. The conductor will bow to acknowledge the audience’s applause and the concert will begin.
• Applaud at appropriate times. Some musical selections are broken down into parts called “movements”. In between these movements the music will stop for a brief period of time. Do not applaud in between movements. You may think the musical selection is over, but it is not.
Remember, it is not over until all sections have been performed and the conductor has lowered his hands to his side and acknowledges the audience.
• If in doubt, an audience member should clap when everyone else does, or when the conductor turns around to take a bow and recognize the orchestra!
• Please refrain from talking and/or whispering during the performance
• Please refrain from unwrapping noisy candy wrappers during the performance
• Please make sure that all cell phones are turned off!
• Do not leave the theatre during the middle of a performance. Wait for a break in the concert to visit the restroom. If possible, wait until the audience is applauding before moving. When re-entering, try to enter between musical selections.
• At all times…mind your manners, be courteous, and exercise good judgment!
• Students will probably wonder what the difference is between an orchestra concert and a rock concert. Tradition! Sometimes there will be performers and pieces that bridge this gap, and audiences will be encouraged to clap and sing just like in a rock concert, but these are the exceptions.
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© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Complete the rubric below by looking at the places you might go (across the
with the appropriate letter. (Some boxes may have multiple answers)
LOUISVILLE ORCHESTRA
Student Activities
Bats Game
Slugger Field
Worship
Service
Orchestra Concert
Brown Theatre
Rock Concert
Freedom Hall
Pep Rally
Your School
C
Movie
CHEER!
Clap Politely
Talk to those around you
Eat
Stand up & walk around
Clap in time to the music www.LouisvilleORchestra.org
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Education Department © 2009
© Louisville Orchestra Education Department 2013

World Cultures
A Musical Journey
Student Activities
www.LouisvilleORchestra.org
b. walking backwar c. quietly d. spinning in cir cles
a. talk to your friends b. eat a snack c. sit quietly and appr eciate the performers' ef forts d. run around
a. clap enthusiastically b. do a handstand c. dance d. throw items on stage
a. never b. at the end of a piece, when the conductor lowers his hands to the side and acknowledges the audience c. whenever you feel like it d. while the orchestra is performing
b. because it is r c. because it is r espectful to other audience members d. all of the above
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© Louisville Orchestra Education Department 2013

Accent – Emphasis on a note, word or phrase
Accelerando – gradually getting faster, or accelerating
Accidental - A sharp, flat, or natural not included in the given key.
Sharp - A symbol which raises the pitch of a note one-half step.
Fla t - A symbol which lowers the pitch of a note one half step.
Natural A musical symbol which cancels a previous sharp or flat.
Chord – Two or more pitches sounding together
Clef - A symbol placed at the beginning of the staff to indicate the pitch of the notes on the staff . The most commonly used clefs are the G, or treble clef and the F, or bass clef . Another clef, used by violas, is the alto clef
.
Dynamic – Musical volume; how loud or soft the music is. Some dynamics:
Pianissimo ( pp ); very soft
Piano ( p ); soft
Mezzo piano ( mp ); medium soft
Mezzo forte ( mf ); medium loud
Forte ( f ); loud
Fortissimo ( ff ); very loud
Fermata - Hold; pause
Key Signature A group of accidentals at the beginning of a piece that tells the musicians what sharps or flats to play.
Note - The symbol which, when placed on a staff with a particular clef sign, indicates pitch.
Sixteenth note/rest A note/rest half the length of an eighth note and a sixteenth the length of a whole note.
Eighth note/rest A note/rest half the length of a quarter note and an eighth of the length of a whole note.
Quarter note/rest A note/rest one half the length of a half note and one quarter the length of a whole note.
Whole note/rest A note/rest equal to four quarter notes.
Dots next to a note or rest add half the value of that note.
Dotted Eighth note/rest A note/rest equal to one and a half eighth notes
Dotted Quarter note/rest Anote/rest equal to one and a half quarter notes
Dotted Whole note/rest A note/rest equal to one and a half whole notes
Melody – Pitches in sequence that form a pattern
Pitch – The highness or lowness of sound
Pulse – Feeling where the beat is
Tempo – Musical speed; how slow or fast the music is (the speed at which a regular pulse is repeated). Some tempi (plural for tempo):
Adagio Slow tempo; slower than Andante
Andante Literally, “walking”— a moderately slow tempo
Moderato Moderate or medium tempo
Allegro
Presto
Fast or lively tempo
Quite fast
Prestissimo Very fast
Timbre/Tone Color – The relative quality (brightness or darkness) of sound
Time Signature – A set of numbers at the beginning of a piece - the top number defines the number of beats per measure and the bottom number defines what type of note gets the beat.
Unison – Singing or playing the same notes by all singers or players, either at exactly the same pitch or in a different octave