2011-2012 kinderkonzerts
TRANSCRIPT
2011-2012 KinderKonzerts
Support for PSOEducation Programsprovided by:
Woodwinds
Percussion
BrassStrings
Elizabeth Ann Leach FoundationMorton-Kelly Charitable Trust
Table of ContentsWelcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
WOODWINDS: Peter and the Wolf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Peter and the Wolf Melodies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Song to Sing: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Important Musical Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Instrument Sounds: Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Woodwind Family Up Close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Fun Facts About Woodwinds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Concert Activity: Be an Artist!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Concert Activity: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Woodwind Coloring Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
STRINGS: The Story of Abbie Burgess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Notes from the Composer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Song to Sing: Shine On Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Important Musical Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Instrument Sounds: Strings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20The String Family Up Close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Fun Facts About Strings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Concert Activity: Create Your Own Nautical Flags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Concert Activity: Create Your Own Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Meet the Composer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Strings Coloring Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Resources: Strings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Brass: Blast Off! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Songs to Sing: “The Planets” & “Twinkle Twinkle Little Star”. . . . . . . . . . . . . . . . . . . . . . 31Important Musical Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Instrument Sounds: Brass. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33The Brass Family Up Close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Fun Facts About Brass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Concert Activity: The Solar System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Concert Activity: Verdi’s Aïda Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Brass Coloring Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
PERCUSSION: Cowboy Ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Good Listener Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Post-Concert Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Post-Concert Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44The Portland Gazette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Meet the Narrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Audience Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47National Standards for the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48KinderKonzert Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50KinderKonzert Underwriting Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
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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 ProgramsWOODWINDS: PEtEr aND thE WOlfChildren (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 OffGreetings, 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 BurGESSThe 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 EDThe 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 [email protected].
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 SumnerEducation and Community Engagement Manager
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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.
MuSIC yOu WIll hEar: “Ugros” from Five Ancient Dances by Ferenc FarkasPeter 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
INStruMENtS yOu WIll SEE:
• 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
Clarinet ObOe
bassOOnFlute
FrenCh hOrn
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Peter and the Wolf Melodies
BIrD’S MElODy
Cat’S MElODy
GraNDfathEr’S MElODy
WOlf’S MElODy
PEtEr’S MElODy
DuCk’S MElODy
flutE
OBOE
ClarINEt
BaSSOON
hOrN
tuttI
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Song to Sing: “Oh, A-Hunting We Will Go”
Oh, A-Hunting We Will GoModerato
Oh,
a hunt
- ing
- we
will
go,
A
hunt
- ing
- we
will
6
go;
We'll
catch
a
fox
and
put him in a box,
And
then
we'll
let
him
go!
Verse 1A-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 2A-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 3A-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 4A 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!
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Important Musical Concepts
QuINtEtA 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.
MElODyA 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.
tEMPOThe 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.
DyNaMICSDynamics 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.
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Instrument Sounds: WoodwindsThe 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 actu-ally 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.
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The Woodwind Family Up Close
OBOE
flutE
tone hole
mouthpiece
threaded plug or stopper
head joint
body or middle joint
key
foot joint
key
double reed
{mouthpiece
staple
bell
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The Woodwind Family Up Close continued
ClarINEt
metal ligature
barrel
mouthpiece
ring key
key
bell
{bell
crook or bocal
bell joint
double reed
long joint or bass joint
Boot joint
key
wing joint or tenor joint
BaSSOON
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Fun Facts About Woodwinds
Did you know?
The flute is considered a member of the woodwind
family because it used to be made out of wood
Did you know?
Instrument makers get their wood for clarinets
from the Mpingo or African Blackwood tree
D
id you know?
The earliest known flutes were made from swan
bones
D
id you know?
The clarinet has the largest pitch range
of all woodwind instrumentsDid
you know?
The French Horn got its name from the hunt-ing horn that appeared in France around 1650
Did
you know?
Professional oboe players usually make
their own reeds out of a piece of cane
Did you know?
The bassoon has 12 or more keys that
can be played only by thumbs
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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 ClarINEt
flutEBaSSOON
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Concert Activity: “Oh, A-Hunting We Will Go”
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.
PublisherReadWriteThink (readwritethink.org)
GraDeK-2
ObjeCtiVesStudents will identify rhyming words, brainstorm rhyming words, create song verses (as a group or individually), practice rhyming words
tOOlsVerse Frame handout (included)Word Build & Bank interactive tool: http://www.readwritethink.org/materials/wordbuild/Chart paper or overhead transparencyComputers with Internet access
Marker, paper and pencils
PreParatiOnFamiliarize 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.
tEaChING rhyMING thrOuGh MuSICal VErSE
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instruCtiOn anD aCtiVities
Session 1– Introducing rhyming words through music1. 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. We’ll take a little and put it in a and then we’ll let it go.
Concert Activity: “Oh, A-Hunting We Will Go” con’t.
13
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. Session 2 – Practicing rhyming words1. 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.
extensiOnsStudents are now ready to identify rhyming words in other popular songs. You might also wish to dis-play 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.
Concert Activity: “Oh, A-Hunting We Will Go” con’t.
14
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.
Concert Activity: “Oh, A-Hunting We Will Go” con’t.
15
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
BaSSOON
ClarINEt
OBOE
16
• 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.
VIOLIN VIOLA CELLO BASS
MuSIC yOu WIll hEar:Lighthouse Keeper: The Story of Abbie Burgess by Delvyn Case
SONG tO SING:Shine On Me
INStruMENtS yOu WIll SEE:
CONCEPtS tO lEarN:Quintet, Melody, Tempo, Rhythm, Pizzicato, Dynamics
STRINGS: The Story of Abbie Burgess
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Notes from the ComposerThe 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 Church in 2009. The text of this Advent hymn was written for their minister, Ann Suzedell, and is entitled “Put a Candle in the Window.” Again, in Abbie Burgess, only the tune is used.
— Composer Delvyn Case
The only known photograph of Abbie Burgess Grant
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Song to Sing: Shine On Me
O
Medium waltz
D
shine on
me, O
G
shine on
3
D
me, let the
6
3
light from the
3
light house
shine on
A
me, O
D
shine on
me O-
12
G
shine on
3
D
me, let the
3
light from the
3
light house
A
shine,-
17 3
shine, let the
3
b m
light from the
3
G
light house
A
shine on
D
me.
-
-53-
Traditional, Arr. by Delvyn Case
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Important Musical Concepts
QuINtEtA 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 com-posed 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.
MElODyA 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.
rhythMRhythm is the ‘heartbeat’ of music and is the groupings of beats or pulses (sounds and silences) into patterns.
DyNaMICSDynamics 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.
PIzzICatOPizzicato 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.
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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
Instrument Sounds: Strings
21
The String Family Up Close
VIOlIN
BOW
DOuBlE BaSS
{handle
screw end
hair
stick
frog or nut
point
head
scroll
tuning peg
string
fingerboard
sound board
{neck
{waist
sound holeor f-hole
chin rest
tailpiece
tuning peg
string
fingerboard
soundboard
tailpiece
endpin
sound holeor f-hole
bridge
neck
scroll
{waist
22
Fun Facts About Strings
Did
y
ou know?
The cello is able to cover the entire range of pitches produced by the
human voice.
Did
you know?
The curvy shaped holes on each side of the strings are called “f-holes”, which
is where the sound comes from.
Did you know?
The double bass can often be found in jazz ensembles as well as
orchestras.
Did you know
?The end
of the bow which holds and adjusts the
horsehair is called a frog.
Did you know?It takes 70
pieces of wood to make a violin.
Did
you know?
The double bass is the only string
instrument tuned in the interval of fourths rather than fifths.
23
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)
24
Concert Activity continued
SMall Craft & GalE flaG
25
StOrM & hurrICaNE flaG
Concert Activity continued
26
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
4 Claps
A: Theme 1
4 Claps
A: Theme 1
4 Claps
A: Theme 1
4 Claps
B: Theme 2
4 Stomps
B: Theme 2
4 Stomps
C: Theme 3
4 Snaps
D: Theme 4
4 Anything!
?!stom
p stomp
stomp stom
p
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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
Meet the Composer
28
Strings Coloring Page
VIOlIN
VIOla
CEllO
DOuBlEBaSS
29
Resources: Strings
aBOut thE COMPOSErhttp://www.enc.edu/~delvyn.case/index/Home.html
rECOMMENDED rEaDINGThe 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.htmlhttp://crm.cr.nps.gov/archive/20-8/20-8-12.pdfhttp://www.lkwdpl.org/wihohio/gran-abb.htm
lIGhthOuSE EDuCatIONhttp://www.lighthouseeducation.org/http://www.nps.gov/history/maritime/keep/keep19th.htmhttp://www.nps.gov/history/maritime/keep/keephero.htmhttp://www.lighthousefoundation.org/http://lighthouse.cc/
COaStal WEathEr aND NautICal WEathEr flaGShttp://www.nws.noaa.gov/om/marine/cwd.htm
30
Brass: Blast Off!
FRENCH HORN
TROMBONE
TRUMPET
MuSIC yOu WIll hEar:“Fanfare” from Also Sprach Zarathustra by Richard StraussStar 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 BachFly 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
• 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
TUBA
INStruMENtS yOu WIll SEE:
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Songs to Sing: “The Planets” & “Twinkle Twinkle Little Star”
tWINklE tWINklE lIttlE StarTwinkle, 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.
Mercury, it is one‘Cause it’s closest to the sun
ChOruSknick knack paddy whackOrbiting the sunlearning planets sure is fun.
Venus is number two,Closest one to me and you.
ChOruSPlanet Earth, it is threeLot’s of land but mostly sea
ChOruSPlanet Mars, it is fourRovers roaming learning more
ChOruSJupiter, it is fiveHumans here could not survive
ChOruSSaturn’s six, let’s all singIt’s surrounded by a ring
ChOruSUranus, number sevenTraveling the distant heavens
ChOruSNeptune is number eightEight in a line that’s not too straight
ChOruS
thE PlaNEtS Lyrics by Laura Harris (Sung to the tune of “This Old Man”)
32
Important Musical Concepts
QuINtEtA 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.
MElODyA 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.
DyNaMICSDynamics 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.
MOuthPIECEThe mouthpiece is the part of the instrument that we blow air in to make a sound.
33
Instrument Sounds: Brass
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.
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 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 qual-ity 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 mouth-piece, 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
34
The Brass Family Up Close
mouthpiece
thumb ring
little finger hook
valve keycrook
bell
ring
finger button or valvelittle finger hook
bell
water release valve
third valve slidering
second valve slidevalve casting
first valve slide
mouthpiece
mouthpiece receivermouthpipe
frENCh hOrN
truMPEt
35
The Brass Family Up Close continued
bell
mouthpiece
finger button or valve
valve casting
bell
slide
end button
water release valve
mouthpiece
trOMBONE
tuBa
36
Fun Facts About Brass
The French horn got its name from the hunting
horn that appeared in France around 1650.
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.
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.
The French Horn got its name from
the hunting horn that appeared in France
around 1650
The trombone was known as the sackbut
until around the year 1700.
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.
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.
Did you know?
Did you know
?
D
id
you know?
Did you know
?
Did you know
?
D
id y
ou know?
Did you know?
37
Did you know? Besides planets, there are other objects in space. Comets move through space. They are made of ice and dirt and rock and they look like big dirty snowballs with tails.
Did you know? It only takes Mercury 88 days to orbit around the sun. No other planet travels around the sun faster.
Concert Activity: The Solar System
Circle your answer1. I am the windiest planet in the solar system.
Neptune Uranus Jupiter
2. I send heat and light to the earth.
Moon Sun Mars
3. I am the biggest planet in the solar system! all other planets could fit inside me.
Jupiter Saturn Neptune
4. I am a dirty snowball of ice, rock, and gas.
Planet Asteroid Comet
5. I am the third planet from the sun.
Mercury Venus Earth
6. It takes me 365 days to revolve around the sun.
Saturn Mars Earth
7. I am the only heavenly body on which humans have landed.
Moon Mars Venus
8. I have the brightest rings in the solar system.
Saturn Neptune Jupiter
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.
Saturn Mercury Venus
10. I have more moons than any other planet.
Mercury Venus Jupiter
11. I am named after the roman god of war.
Mars Neptune Uranus
12. My surface is red because it has iron oxide (rust) and that is why they call me the red planet.
Neptune Mars Saturn
13. I travel around the sun faster than any other planet.
Venus Mercury Earth
14. I am the star of the solar system.
Earth Sun Moon
answer key:
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
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.
38
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?
San Francisco Opera’s 2010 production of AïdaEnglish National Opera’s 2007 production of Aïda
39
Concert Activity Verdi’s Aïda Activities con’t.
Unscramble the names of some the instruments you will hear during “The Triumphal March”
I M I L A N U P V A O W P E FY G A R H X T H A I S W A P MD F E R G X R K P Q P Q Z P ID P J A C A V C F Q W U I E FO U I D X H A T E B G O V S GM D T V V V F I L I T R W U BA U S T E R K Q P R X Y X I RN Z I X R O U J I O N N P G WM Q T J D K Y U S C I U E E JH J W R I K M B B T K H M S IL H Q J X P K F O C V W T X FH J W G H E G Y P T S X K E QX Q M A S V N V S W I U X J WO Y L N A I T P Y G E M J T LG P W A X N M I P S I N Z Z U
aIDa EGyPt EGyPtIaN EthIOPIa GuISEPPEMarCh OPEra trIuMPhal VErDI
WOrD SEarCh
MEPrutt hECNfr OhrN MBrtONEO auBt
WOrD JuMBlE
Search up, down, diagonal and backwards to find the words listed at the bottom of the page.
Verdi program notes and activity shared with permission from Classics for Kids, 90.9 WGUC Cincinnati, www.classicsforkids.com
40
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.
41
PERCUSSION: Cowboy Ed
COMING SOON!
42
Good Listener Certificate
this is to certify that
(Name)
Was a good listener at the Portland Symphony Orchestra kinderkonzert on
(Date)
(Teacher)
43
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 ofwood?
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?
44
Post-Concert Answers1. 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 ofthe 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
45
The Portland GazetteAs 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.
PSO at
(loc
ation of your concert)
Reviewed by:
(your name here)
46
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 aboutthe trombone
47
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 SuMNErEducation and Community Engagement ManagerPortland Symphony OrchestraPO Box 3573, Portland, ME [email protected](207) 773-6128 ext. 308
48
National Standards for the Arts
the National Standard for the arts were developed by the Consortium of National ArtsEducation 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 formLearning the vocabulary involved in music: instrument names, families, technical andexpressive terms, and understanding of basic structural forms. The glossary, suggestedresources and activities will help your students become comfortable with understandingthe musical language.
II. Students should be able to communicate proficiently in at least one art formThe bulk of the responsibility lies on the school and student. However, many people areinspired to learn an instrument and play in a musical group by their early experiencesincluding hearing live music.
III . Students should be able to develop and present a basic analysis of a work of artThe process of preparation before a concert, the concert experience, and a reflection after-wards will help students intelligently understand and evaluate the music they experience.
IV. Students should be able to demonstrate an informal acquaintance withexemplary works of art from a variety of cultures and historical periodsThe concerts are designed to highlight famous and significant works embracing severalhundred 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 skillswithin and across the artsBy integrating the study of music and related themes into the classroom, students discoverthat music has many connections to other areas of learning. Because of the experientialnature 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
49
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.
50
KinderKonzert EvaluationYour 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: KinderKonzert location: Your name and title
1. The PSO has the following goals for the KinderKonzert program:
• to provide opportunities for children to hear live orchestral ensembles introducing the four families of instrument
• learn how each instrument is played• recognize the instrument sounds• learn about various elements of music• discover that understanding music is a pathway to
creativity, self-discovery and self expression
After attending this program, do you think we addressed and met those goals? Yes No
Comments:
2. Please indicate your opinion of the following statements by circling the corresponding number.
Concert pieces were appropriate for audience and grade level
Children felt a sense of involvement with the concert
Narrator comments contributed to the overall under standing of musical concepts
Children found the concert to be an enjoyable experience
Logistics of the concert were clearly communicated to me (e.g., reservations, payment method, directions, and seating)
3. Do you/your school have specific learning outcomes for KinderKonzerts? Yes No If so, how do you assess what the children have learned? Portfolio Teacher observation Projects/Investigations Other
4. What would you suggest to improve this program?
(Please continue on the back if needed)
5. I am interested in contributing teaching ideas for pre/post concert activities Yes No
6. I am interested in hosting a KinderKonzert at my school Yes No
1 2 3 4 5disagree agree
Please return forms to:
HEATHER SUMNEREducation and Community Engagement ManagerPortland Symphony OrchestraPO Box 3573, Portland, ME 04104 or email [email protected]
1 2 3 4 5disagree agree
1 2 3 4 5disagree agree
1 2 3 4 5disagree agree
1 2 3 4 5disagree agree
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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 HealingBob & Nan MorrellCDR & Mrs. Charles A. OremHerbert & Harriet ParrisPat & Bill SpockDavid & Ann Swanson
SuPPOrt fOr thE lEWIStON lOCatION PrOVIDED By:Debby HammondH. Martyn Owen
SuPPOrt fOr thE POrtlaND lOCatION PrOVIDED By:Kathy & Bob CrispinPhyllis & Bernard GivertzWard & Linda GraffamLenore & Norman Rapkin
SuPPOrt fOr thE SaCO lOCatION PrOVIDED By:Jerry & Nancy Angier