materials for teachers table of contents - symphony … for teachers table of contents ... what...
TRANSCRIPT
Materials for Teachers
Table of Contents
This packet contains some worksheets, maps and further activities to
be used in conjunction with the Lesson Planning Guides and other
activities in the Teacher Guide (TG). Some are both in the Teacher
Guide and in this packet to make it easier to reproduce. Everything in
this packet is also on the CD which is distributed along with the Music
DVD. None of the worksheets in the Student Journal are included in
this packet or on the CD.
The Beginnings of America
Political Map of the United States and Central
America (TG, page 6)
Hoe-Down, Grand Canyon Suite
The Story of Rodeo Suite (all movements are on
the DVD)
American Folk Music and Dance Activities for the
Music and Dance Teachers
Map of Cattle Drives of the MidWest
Stars and Stripes Forever
Exercise on symbols, patriotic songs and mottos
(TG, page 13)
Etiquette for Handling the Flag
Growth of the Black Culture in America
Gullah Talk and Recipes
Influence of Hispanic Migration to America
Table on animal migration (TG, page 19)
American and Family Traditions (Student Journal)
Piñata
Make a Parrot Piñata
Lyrics to ‘Al Quebrar La Pinata’
Art Images (On DVD or in Student Journal)
Harriet Tubman Mural (DVD)
Buffalo Hunt on the Southwestern Prairie (DVD)
Moran’s Grand Canyon, (SJ, page 15)
Midsummer Night in Harlem (DVD)
Another Night in Harlem (DVD)
Other Maps
Eastern Hemisphere
Europe Today
World with Countries
World with Continents
Crossword Puzzles and Answers
Beginnings of America
Talking About Music
What Words Have You Learned?
Lesson Planning Guides: Essential Questions
Why Do People Go On Odysseys and Move To Other
Places?
Table on major odysseys or exploration (TG, page 21)
How Have Immigrants Influenced American Culture?
Table on immigrants and their attributes (TG, page 23)
What Different Land Forms and Ecosystems Are
Described In These Works And How Might They Affect
The People That Live There?
Ecosystems Activities Worksheets (TG, page 27)
Rocks of the Grand Canyon (TG, page 28)
Map of the Colorado River
Grand Canyon Cross-section
Grand Canyon Rock Layers
How Are Stories Told In The 21st Century? (multimedia)
Tell Your Story of an Odyssey! (TG, page 31)
Writing a Story (pages 32 – 34)
How Is Math Used In Writing Music?
Math Worksheets (TG, pages 37 – 38)
POLITICAL MAP OF THE UNITED STATES AND CENTRAL AMERICA
What U.S. states have as a border:
the Pacific Ocean? ________________, _________________ and ________________
the Gulf of Mexico? ___________, __________, _________, _________ and ________
the Great Lakes? ___________, __________, __________, __________, __________
__________, _________ and __________
The Tropic of Cancer goes through what countries? __________, __________ and ________
What country forms the northern border? ____________the southern border? ___________
Using your ruler and the legend, determine the distance between Little Rock and:
Mexico City ___________ Washington D.C. ___________ and Ottawa _________
The Story of Rodeo Suite by Aaron Copland (Listen to the music before reviewing the story of each movement.)
I. “Buckaroo Holiday” (Opening Movement) Rodeo opens with a grand fanfare, where the
woodwinds introduce the Cowgirl’s theme. This quiet theme continues until the Rodeo theme
begins, presenting a highly rhythmic motif that evokes the trotting of horses. The lone Cowgirl
seeks the affections of the Head Wrangler, who is rather taken with the more feminine
Rancher’s Daughter. The cowboys enter to the tune of “Sis Joe” in which Copland uses heavy
drums and brass. As the Cowgirl seeks the Wrangler’s attention, she mimics the surrounding
cowboys with a heavy use of the tune “If He’d Be a Buckaroo”. The theme is repeated by
various solo instruments and played by the full orchestra. After a brief return to the quiet
Cowgirl theme, the fanfare returns, “Sis Joe” reappears, and finally the full orchestra plays “If
He’d be a Buckaroo.”
II. “Corral Nocturne” (Slow Movement) This section calls forth the lovesick musings of the
Cowgirl, portrayed by Copland’s heavy use of oboe and bassoon. The Cowgirl runs through the
empty corrals where the Head Wrangler discovers her in the darkness. Because she does not
come toward him as the Rancher’s Daughter did, he exits with the Rancher’s Daughter.
III. “Saturday Night Waltz” (Minuet) While the “Texas minuet” plays, the cowboys and their
girls pair off. The Cowgirl, who comes to the Saturday night dance in a party dress, finds
herself without a partner until the Wrangler approaches her. She falls in love with him and
wins his heart. In this movement Copland uses solo instruments instead of entire sections.
IV. “Hoedown” (Finale) In this section Copland uses several folk tunes, including “Bonaparte’s
Retreat” and “Miss McLeod’s Reel” (both square dance tunes). The movement begins with an
introduction using a technique called “vamping” (repeating a rhythm without melody), followed by
the two folk tunes and another section of vamping. The music gradually slows down and becomes
very soft (climactic kiss between the Wrangler and the Cowgirl). Then all of a sudden, the
music returns to the tempo of the beginning with more of “Bonaparte’s Retreat.” It is lively
and rousing, as the full orchestra dances us to an exhilarating finale punctuated by three loud
pounding chords.
American Folk Music and Dance Traditions (For Music, Dance, Art, Literacy and Social Studies Teachers)
Folk Dance Tradition: Teach the class a simple, traditional square dance move, such as do-si-do.
Play some square dance music in the background. One example is the Virginia reel; There is a
video and classroom instructions to perform the dance may be found at
http://www.rrojas.com/5/pe/virginiareeldance. Then, explain that you just shared a tradition
with them—a traditional authentic American dance.
Next teach or show students a personal tradition (e.g., a song that your family sings for toasts,
or even “Happy Birthday”). Explain you just showed them another tradition.
What is a tradition? It is something a group of people and their ancestors have done for a long
time. It is learned from their parents, who learned it from their parents, etc. Some examples:
putting lights on a Christmas tree, playing dreidel games during Hanukkah, a father walking a
bride down the aisle in a wedding, lullabies sung in your family or having a barbeque on July 4th.
Talk about how traditions vary in the American cultures.
What are some examples of traditions students have within their families and/or lives? Write
all examples on the board. Save this information for the completion of the Hispanic section
which also deals with tradition. Compare the responses between the two exercises.
Fiddle Music (with demonstration by a violinist, if available) Another type of tradition is music.
Traditional music is music that has been passed down ‘by ear’ from one generation to the next
for many years. ‘By ear’ means that you listen to a tune enough that you can pick it out on an
instrument or sing it without having written music. Brainstorm about what traditional American
music is, using the information on pages 5 and 6 as a reference. Lead the class through
different kinds of American music, including fiddle and country, blues, gospel, barbershop,
bluegrass and jazz.
What is Fiddle music? Fiddle music is originally from the South, probably Texas. It is
traditional music that started with the cowboys. They played familiar folk tunes on the fiddle
and people danced to fiddle music. An example of a time they would play fiddle music is during
or after a rodeo. Fiddle players often hold their instrument differently than a violinist in an
orchestra.
Play an example of fiddle music for the class (good example is Orange Blossom Special, which
can be downloaded from iTunes or YouTube). Ask students to imagine a scene with a cowboy
while they listen. Have students draw pictures of their scenes while listening to the music.
Name of national symbol, patriotic song or motto ________________________________
Origin ____________________________________________________________
_________________________________________________________________
Meaning __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
When adopted or written? _____________________________________________
ETIQUETTE FOR HANDLING THE FLAG
OF THE UNITED STATES OF AMERICA
Presentation of Colors:
During parades, a color guard marches along with the patriotic band to present the colors—the
U.S. Flag, the State Flag, and any other flags, such as a school flag. If inside, the announcer
says, “All rise,” and when everyone is standing, then “Color Guard, please present the colors.” If
outside for a parade, then all stand as the flag passes by.
When carried with one or two other flags, the U.S. flag is carried on the right. Sometimes it is
positioned in the middle or in front if presented with several flags. The other flags are carried
slightly lower than the U.S. flag so that the U.S. flag is prominent.
Flag bearers walk to the front of the room, pause, holding the U.S. flag higher than the other
flags. Then there can be a salute, a pledge to the flag, or other activities. The U.S. flag is also
held higher in a parade.
Flying the Flag:
Raise the flag brisky.
Lower it ceremoniously.
Do not allow the flag to touch the ground.
Do not fly the flag in bad weather,
unless it is an all-weather flag.
Illuminate the flag if flown after dark.
The flag should be allowed to fall free.
Fly the flag upside down to signal an
emergency situation.
Fly the flag at half-staff only on the order
of the U.S. President or a state Governor
to memorialize the death of a high-ranking
government official.
Etiquette:
Place your right hand over your heart and
face the flag when
~ saying the Pledge of Allegiance or
~ singing the Star-Spangled Banner
Do not use the flag to carry, store or
deliver anything.
Do not use the flag as clothing, bedding or
drapery (use bunting instead).
Do not use the flag on napkins, boxes or
other disposable items nor embroider it on
cushions, handkerchiefs or scarves.
GULLAH TALK
‘e in de bresh He is cutting wood.
‘e tief um He/she stole it.
‘e bex me tummuch She makes me mad too much
Fo ah could wake up to know Before my birth
‘e leave good testimony Good life
Each one pull ‘e own hairpin Does share of the work
GULLAH RECIPES
FRY BREAD (OR HOE CAKES) BANANA PANCAKES
1 cup self-rising flour
½ - 1 cup water
½ cup bacon dripping or lard
1 tsp. sugar
Directions: Mix flour, sugar and water
together to form a soft, but not watery
batter. Heat oil in a large, cast iron
skillet. Pour small amounts of dough into
1 cup Bisquick mix
2 bananas (thinly sliced)
1 large egg
1 tablespoon molasses or syrup
½ stick of butter, melted
1 tablespoon sugar
½ cup milk
2 tablespoons water
Non-stick spray
skillet. Fry on one side until brown and flip
onto the other side. When done, lift onto
platter. Serve with butter if available.
In the early days, cooks would fry it to ‘stretch’ the meal, especially when eggs were scarce.
Blend together Bisquick and milk. Blend in
beaten egg, molasses and sugar. Add
bananas to batter. Add water as needed to
thin batter (but not too soupy!) Spray cast
iron skillet with spray. Heat for 5 minutes
on medium. Pour batter to the desired size.
Turn when bubbles begin to pop up on top
side, allowing about 3 minutes per side.
Serve with your favorite syrup.
While both recipes call for a cast iron skillet, an electric griddle might work just as well in the
classroom.
What Animals Migrate and What Do They Do?
Animal Migrate? Where to? What they do if they don’t migrate?
Bear
Fox
Geese
Robin
Elk
Monarch
butterfly
Hummingbird
Polar Bear
Whales
American and Family Traditions
We have customs and traditions that have come from all over the world as people have moved to
America. Find out why they were done and in which country they originated. Compare with
what we do today. Name a couple of your own traditions and research why you do them.
TRADITION
COUNTRY
OF ORIGIN
What was done in the
past?
What do we do today?
Giving of flowers
Use of fireworks
All Hallow’s Eve
Breaking of a piñata
Graduations
Cinco De Mayo
Sports games
Thanksgiving dinner
What You'll Need: Newspaper
12-inch balloon
Flour
Water
Large mixing bowl
Measuring cup spoon
Scissors
Ruler
Nail
Poster paints
Paintbrush
Poster board
Markers
Masking tape
Colored tissue paper
Craft glue
Assorted candy (possibly left-
over Halloween candy?)
Strong string
How to make a parrot piñata:
Step 1: Re-size the bird using measurement and scaling.
Step 2: Cover your work surface with newspaper. Blow up the balloon, and knot the end.
Step 3: Make a paste by mixing one cup of flour for each cup of water in a large mixing bowl. Blend the paste until
it is smooth.
Step 4: Cut seven or eight pages of newspaper into 1/4-inch strips.
Dip a strip of newspaper in the paste. Run the strip between your
fingers to remove excess paste. Place the strip over the balloon and
smooth in place.
Step 5: Continue covering the balloon with a layer of strips,
overlapping them slightly. Then apply three more layers of strips.
Let the balloon dry for a few days -- keep turning the balloon so all
parts of it dry thoroughly.
Overlap the layers of strips of newspaper. Step 6: Once dry, use a nail to carefully poke two small holes at the
top about four inches apart.
Step 7: Paint the balloon body in bright colors. Let the paint dry.
Step 8: Draw a parrot head shape and two wing shapes on a piece of poster board. Color them in, and add details
with markers.
Step 9: Cut the shapes from the poster board, and tape them to the balloon body with masking tape. Dab paint
over the tape to conceal it.
Cut the head and wings from the poster board. Step 11: Cut long strips of colored
tissue paper for the parrot's tail.
Glue the tissue paper strips to the
balloon body.
Step 12: Cut a 3-inch-wide
triangular flap between the two top
holes. Fold back the flap to remove
the balloon, and fill the pinata with
candy.
Step 13: To make the hanger,
thread a piece of string through the
two top holes and knot the ends.
Push the flap back in place.
Make A Parrot Piñata
Al Quebrar La Piñata
Traditional Christmas song from Mexico
(One of the themes in Piñata by Rodriguez)
En las noches de posadas
La piñata’es lo mejor
La niña más remilgada
Se’al barota con ardor
Dale, dale, dale;
No pier das el tino;
Que de la distancia;
Se pier de’al camino (2x)
In the happy days of Christmas
Sounds of gladness fill the air.
When it’s time for the piñata
There’s excitement everywhere.
Take a stick and whack it.
Be the one to crack it.
Win piñata’s treasure,
Candies for your pleasure! (2x)
A mural of abolitionist Harriet Tubman hung on the wall of the Harriet Tubman Museum
Buffalo_Hunt_on_the_Southwestern_Prairies, 1845, John Mix Stanley
The Grand Canyon, by Thomas Moran
Palmer C. Hayden, Midsummer Night in Harlem, 1938, oil on canvas
Palmer Hayden (American artist, 1890-1973) Jeunesse 1927
The Beginning of America
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The Beginning of America Talking About Music What Words Have You Learned?
Odysseys and Exploration
Who? From What Country?
To Where? Why? (Pushed by, Pulled To) When?
Attributes of Immigrants
From What Country?
When?
What Continent?
Weather
Types of Economy
Form of Government
Primary Religion
Type of Clothing
Nature of Food?
Reason for Moving
Customs
Language
Type of Music
Favorite Dance
Ecosystems Activities
The Colorado River System
Find the following on the map and draw
arrows to them:
Mountains
River
Plateau
Valley
Ocean
Land Form Characteristic Descriptive Words Influence on Inhabitants
Mountain
River
Plateau
Valley
Ocean
Rocks of the Grand Canyon
Write a narrative about events in the Grand Canyon based upon the rock layers. Identify at least one sedimentary, igneous and metamorphic rock layer and stages of the rock cycle in the photograph to the right. What kind of activity has taken place over the years to create the Grand Canyon? Gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. Use the space below to write an outline of your narrative and use separate pages for the final draft.
Grand Canyon Cross-Section
Rock Layers of the Grand Canyon
TELL YOUR STORY OF AN ODYSSEY! (Work solo or in groups of 3 to 4 students to collaborate on writing your story.)
From research you have done, develop a story about what you have learned about going on an
odyssey. The story may be based on other stories you have read. Make sure the story is
written down. (Use the worksheets in ‘Writing a Story’ to help structure the story.) If the story
takes more than three minutes to read, shorten it by removing sections that are not critical to the
plot of the story. Have your teacher review your worksheets before going ahead.
Introduction: (Overture) Choose a piece of music that sets the tone for your story.
Setting: Create a work of art that shows when and where the story takes place. Be sure to portray such
things as weather, geography, time of day, etc. Include the main characters of the story.
Characters: Draw each of the main characters on a piece of paper about the size of a baseball card (use
poster paper if you have it). Describe the characters on the back of the card. (Grades 5 and 6 include
information about the era in which they lived.) Come up with a musical theme or a sound to represent
each character.
Plot: Create a timeline of main events in the story. (Grades 5 and 6 include character motivations that
influenced these events.)
Conflict/Problem: Create a work of art that shows the main conflict of the story and choose sound
effects to go with it.
Climax: Create a work of art that depicts a big moment in the story and choose music or sound effects
to go with it.
Resolution: Look at the artwork you created for each setting of the story at the beginning. Create a
new work of art to show the resolution or ending of the story.
Making your Multi-media Presentation: Record yourself or your group reading the story aloud. Create a
PowerPoint presentation that includes the artwork and music/sound effects that go along with your
story.
Share you Multi-media Presentation with others: Work with you classmates to create a performance
that you might invite your principal or family members to come see. Be prepared to tell how you
created your story.
A r k a n s a s
Learning Through the Arts A creative approach to arts-integrated learning
Writing a Story
Make a Character Map
Draw your character in the middle of the hexagon. Using single words (nouns and adjectives),
fill in the boxes on the left and right of your picture. Complete a character map for each
character in the story. Decide on a sound or music theme that represents the character.
Emotional Traits Physical Traits
e.g. nervous and teary-eyed
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
e.g. short, dark hair
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Make a Setting Map
Draw the setting of the story in the large box. In the box below, describe the setting in three
sentences. Create a setting map for each setting of the story. Decide on the background music
for the setting. Use adjectives and be descriptive.
Make a Plot Map
Draw the three most important parts of your story in each box. Then describe paragraphs next
to each picture. Decide how the music theme changes during each part (louder, softer, faster,
slower, different rhythm).
Beginning: Introduce setting, characters and conflict or problem.
Middle: What happens next? The climax
End: How does the story resolve and end?
GRADES 3-6 MATHEMATICS WORKSHEET How is Math Used in Writing Music?
The Maple Leaf Rag by Scott Joplin is packed with lots of notes. Study the following information about the notation used in the composition. Answer the questions in the boxes below and show your work in the space beside each question. Mathematics used in composing Maple Leaf Rag
Four sections (A, B , C and D) of 16 measures with two beats in one measure:
Sections are played in the following order: A B A C D A B
Each 16-measure section is repeated a second time whenever it is played
Bass tones (piano left hand) are mostly eighth notes and Treble tones (piano right hand) are mostly
sixteenth notes as you can see in the first line of Section B notated below:
Math Problems Grade 3 +
1. What is the maximum number of eighth notes that can be fit into one measure?
2. What is the maximum number of sixteenth notes that can be fit into one measure?
3. If 4 eighth notes get 2 beats, how many eighth notes get one beat?
4. If 8 sixteenth notes get 2 beats, how many sixteenth notes get one beat?
5. How many sixteenth notes can be played against one eighth note?
6. How long do you think it took Joplin to write this composition? Explain how you decided.
Grade 4 +
1. What fraction of Section B is the line of music above?
2. How many measures are there in each section, including the repeat?
3. How many total measures are there in the piece?
4. This recording is about 3 minutes. About how long is each section?
5. About how many seconds does each measure last in this composition?
6. Come up with one pattern of eighth notes and sixteenth notes that could be used to fill one measure of music. Using a pencil eraser, tap the rhythm.
Treble Clef
(right hand)
Bass clef
(left hand)
Mathematics used in composing Maple Leaf Rag
Four sections (A, B , C and D) of 16 measures with two beats in one measure:
Sections are played in the following order: A B A C D A B
Each 16-measure section is repeated a second time whenever it is played
Bass tones (piano left hand) are mostly eighth notes and Treble tones (piano right hand) are mostly
sixteenth notes as you can see in the first line of Section B notated below:
1. How many measures would it take to play 100 consecutive sixteenth notes?
2. About how many full measures are played each minute?
3. About how many beats are played per minute?
4. About how many beats are played per second?
5. How many notes would you estimate the pianist plays in this piece? Explain your answer.
Grade 6
1. About how many sixteenth notes are played each second?
2. If the pianist decided to play the piece slower and a sixteenth note lasted ¼ second throughout, how long would it
take to play it?
3. Write an equation that could be used to determine how long it would take to play the entire section if the length of
each sixteenth note was any given fraction of a second. Do the same for eighth notes.
4. Come up with at least four patterns of eighth notes and sixteenth notes that could be used to fill one measure of
music. Using a pencil eraser, tap each measure, then tap all four measures in a row. Work with a partner and play
your compositions together (repeat the patterns at least 4 times in succession to establish a rhythm. Make
revisions that you decide would make your composition better.
Treble Clef
(right hand)
Bass clef
(left hand)
Grade 5 +