The Dayton Philharmonic Orchestra Neal Gittleman, Music Director

Patrick Reynolds, Conductor

YOUNG PEOPLE’S CONCERT

Symphony Español

February 20, 2008

Dayton Philharmonic Orchestra Neal Gittleman, Music Director

Symphony Español

February 20, 2008 Program

España Emmanuel Chabrier Carmen, Suite No. 2: Habanera Georges Bizet Rapsodie espagnole: Malagueña Maurice Ravel El amor brujo, Canción del amor dolido Manuel de Falla Piñata Robert X. Rodriguez Let’s Make a Symphony Roberto Sierra Estancia: Malambo Alberto Ginastera The Dayton Philharmonic Young People’s Concerts are underwritten by the MeadWestvaco Foundation

Dear Educator,

Welcome to the February 20, 2008 Young People’s Concert Symphony Español (Ess-pahn-YOLE), a celebration of the influence of Hispanic culture on music for orchestra.

Composers of all nationalities have written music with Hispanic influences, illustrating the wide appeal and effect of this strong musical tradition. Once again, we are made aware of how music is an integral part of all cultures and how it truly is the universal language. The program notes for this concert are created to assist music specialists and classroom teachers in preparing their students for the concert experience. Please feel free to copy these materials to share with other teachers in your building or you may download them from our web page at www.daytonphilharmonic.com. These notes contain information about the composers and their music as well as ideas for integrating this information across the curriculum. The activities are meant to be used in the regular classroom and do not require familiarity with the music. We hope these ideas will help provide the students (and teachers) with an enjoyable and enriching concert experience. Gloria S. Pugh Director of Education Dayton Philharmonic Orchestra P.S. This concert will be broadcast on Saturday, May 31, 2008 at 10:00 a.m. on WDPR, FM 88.1 and WDPG, FM 89.9. This is a great opportunity for parents and students to share the concert experience. Feel free to copy the Parent Letter attached at the back of this packet.

Curriculum Links in this guide are: Language Arts Math Music Social Studies

About the Conductor Neal Gittleman, Music Director

Birthplace: Panama Canal Zone First Music Lesson: Unless you count singing, it was piano lessons from my mother when I was about six Instruments I play: Violin, viola, piano… I became a conductor because: I love orchestral music and I love the music-making that goes on in orchestras My job as a conductor is: To help the musicians play the music as well as they possibly can Favorite food: Black beans and rice Favorite childhood book: Winnie the Pooh What I like to do in my spare time: Play golf, squash, t’ai chi, read books, see movies ?Listen to Music Director Neal Gittleman’s introduction to Symphony Español on CD Track 1.

Vocabulary – In Spanish! conductor El Maestro orchestra De Orquestra

What Does Hispanic Mean?

The Dayton Philharmonic Orchestra’s Symphony Español is a celebration of the diversity of Hispanic cultures, featuring music from Spain, Mexico, Argentina, Puerto Rico, and the United States.

Who are the Hispanic cultures? Mexico, Central America, South America, Cuba, Puerto Rico, Dominican Republic, West Indies, Portugal, and Spain. Use your map skills. Find each of the above regions on a classroom map.

What do Hispanic cultures have in common? After Christopher Columbus discovered the New World, Spanish conquistadors, in search of gold, explored the Americas and developed colonies in the Indian nations of the Mayans and Incas. As a result, many civilizations adopted the Spanish language. Today, Spanish is spoken in the Hispanic cultures listed above.

Use your research skills. Who are the Mayans and Incas? In which Hispanic countries did they live?

Hispania is the ancient Latin name for Spain. Missionaries who converted the native Indians to the

Catholic religion followed the conquistadors. In addition to language and religion, these cultures have many other things in common, like dress, food, family structure, traditions, economy, politics, art, dance, architecture, literature, and music!

Use your language skills. What English word that means to defeat someone might have come from the Spanish word, conquistador? How many Spanish words do you know: adios (goodbye), si (yes) , agua (water), señor (man), señorita (girl), señora (lady), amigo (friend).

Thank you See you soon (goodbye) Hello Use Your Knowledge. In addition to language, what other areas of American life have been influenced by Hispanic culture?

Hispanic Music

The music of Hispanic cultures • The ancient Mayan and Inca cultures who inhabited the New

World were excellent wind and percussion performers. • The missionaries who followed the conquistadors to the New

World became the first teachers of European music, introducing instruments such as the guitar, violin, and the harp.

• The music of the Hispanic cultures, plus that of African immigrants blended to form “fusion” music – the unique combined sounds of Indian, Spanish, and African cultures.

Musical Characteristics of Hispanic Music

• A fusion of music from varied cultures • Highly syncopated rhythms with shifting accents • Extensive use of percussion instruments- many

different kinds created through the fusion of European, Indian, and African instruments

• Popularity of the guitar Syncopation Syncopation is a kind of rhythm where the accent is on the wrong syl-LA-ble. This rhythmic style creates a feeling of imbalance and adds interest and bounce to the music. To feel syncopation, you have to know where the steady beat is. Practice the following rhythms: Count the steady beat aloud: 1 2 3 4 5 6 7 8 Clap the natural accents: x x Clap the syncopation: x x Create your own syncopated rhythms by accenting any number except 1 and 5.

The unique and lively sounds of Hispanic music are due not only to the use of syncopation, but also changing meters. Sometimes the music has a feeling of 2 and then may often immediately change to a feeling of 3. Try this: Clap on the beats marked with an x Feeling of three Feeling of two Count: 1 2 3 4 5 6 1 2 3 4 5 6 Clap: x x x x x Clap each pattern 4 times and then try alternating between the two. This shifting rhythm between 2’s and 3’s is a common element in Hispanic music. Traditional Hispanic Percussion Instruments

Castanets Tambourine

Try This: Make your own Hispanic percussion instrument out of materials found at home. Use them to perform some of the rhythm exercises on the previous page. Decorate them with bright colors. Drums Maracas

A Rhythm Challenge: Try both of the rhythm exercises above in the following way: Tap the steady beat with your left hand and tap the rhythm pattern with your right hand at the same time. Switch hands. This takes concentration! ? Listen to CD Track 2.

Vocabulary conquistador Hispania fusion music syncopation percussion

About the Composer Emmanuel Chabrier (1841-1894) Emmanuel Chabrier (SHAH-bree-ay) was the son of a lawyer and grew up in a family who appreciated music and the arts. He began piano lessons at the age of 6 and wrote his first composition, a collection of dances, when he was 8 years old!

Although Chabrier participated in many musical activities at a young age, he also received a general education. His parents intended for him to follow in his father’s footsteps and become a lawyer. He graduated from law school and worked in the Ministry of the Interior while continuing to compose and offer works to publishers. Eventually, he devoted all his time to composition. Chabrier was a French composer who, like many Frenchmen before and after him, was an experienced traveler. Like other French composers such as Bizet and Ravel, Chabrier fell in love with the vibrant Spanish culture while visiting Granada, Spain in 1882. España, which means Spain, was the result of this trip. In his book, The Music of Spain, Gilbert Chase remarks: “It may be said of Chabrier’s España that it was the most thoroughly Spanish orchestra work written up to the time, inside or outside Spain….”

About the Music España

España consists mostly of native songs and dances that Chabrier collected during his visit to Spain in 1882. A bright and percussive piece, it was the first to draw attention to the talents of the composer and brought him immediate fame. Chabrier uses a Spanish folk dance jota aragonesa , and a flamenco dance, malagueña, as the main themes. The jota aragonesa is a lively folk dance while the malagueña is calmer. When performing the jota aragonesa, the dancers’ feet touch the ground only with their toes!

? Listen carefully. Name the percussion instruments you hear in the España excerpts.

Vocabulary composer composition España flamenco

? Listen to CD Tracks 3 & 4. Compare these two excerpts from España. How are they the same and how are they different? Compare the instruments playing, the speed, mood, and dynamics (louds and softs). Show your comparison on a Venn diagram.

About the Composer

Georges Bizet (1838-1875) Georges Bizet (Bee-ZAY) was born in Paris, France to a very musical family. His father was a voice teacher and amateur composer and his mother was a pianist. Bizet’s musical gifts were obvious at an early age: he had perfect pitch and was successful at anything he tried in music. He was so talented that he was admitted to the Paris Conservatory, a very famous music school, at the age of 9. While he studied there he won many different prizes for performing

and composing. In addition to music, Bizet had a life-long love of visual art and literature. In fact, his mother sometimes hid his books because he was neglecting his music studies by reading too much!

Although Bizet wrote his first symphony when he was only 17, none of his many compositions ever became very well-known except for his

opera Carmen. Even this work was highly criticized when first performed. The work eventually became successful and is now one of

the world’s most popular operas known for its passion, drama and spectacle. Even though Bizet never visited Spain, he was able to make his music sound Spanish by using the harmonies and rhythms of Spanish dance music.

Bizet never enjoyed the success of Carmen. He died at the young age of 37, just a few months after its unsuccessful premier. ?Listen to CD Track 5.

About the Music Carmen Suite No. 2: Habanera (ha-ban-NEHR-ah)

A suite is a collection of several pieces of music taken from, in this case, an opera, and arranged for an orchestra to play as a concert work. The Habanera from Bizet’s Carmen Suite is one of the best known melodies from the opera. A habanera is a Cuban dance which often uses the following rhythm:

Count Aloud: 1 2 3 4 5 6 7 8 Clap: X X X X

Practice this rhythm. Speak the numbers aloud (quickly, but at a steady speed) and clap on the numbers which have an X below them. Repeat 4 times without stopping. Try the Rhythm Challenge on the previous page with the habanera rhythm.

?Listen for this rhythm in the Habanera, CD Track 6. At the beginning you will hear the rhythm played by the string basses. How many times does it repeat? Does it ever stop? What is the surprise?

Vocabulary habanera opera suite

About the Composer Maurice Ravel (1875-1937) About the Composer Maurice Ravel was born in Ciboure, France in 1875. He was brought up in Paris where he started taking piano lessons at the age of seven. However, unlike Bizet, he was no child prodigy and spent sixteen years in the Paris Conservatory studying music. Stravinsky, another famous composer of the late 19th century, described Ravel as a “Swiss watchmaker” because his compositions were so refined and detailed.

Ravel was fascinated by the unique sounds of music from other countries and was especially interested in the musical styles of the Far East and Spain. He was particularly interested in the dance rhythms of Spanish music. Ravel composed many works for both piano and orchestra, two operas, and four ballets. Unlike many composers, Ravel’s music was quite well-known and popular during his lifetime. ?Listen to CD Track 7.

About the Music Rapsodie espagnole: Malagueña

Malagueña (Mal-ah-GAIN-yah), a style of folk music from the Spanish region of Málaga, is a type of very emotional song in free style and rhythm similar to the fandango, a dance. ?Listen to CD Track 8. How does this music differ from the Bizet Habanera on Track 6? Which would be easier to dance to?

Vocabulary child prodigy fandango malagueña

About the Composer Manuel de Falla (1876-1946) Manuel (Mahn-WELL) de Falla (duh FAHL-yah) received his first music lessons from his mother in Cádiz, his birthplace, on the southernmost tip of Spain, an area called Andalusia. As a young man, he couldn’t decide whether to study literature or music, but hearing an example of Edvard Grieg’s Norwegian folksongs helped him choose. By the age of 17 he had decided that he wanted to be a composer and went to study music at the Madrid Conservatory. While he was a student there he won many contests and prizes

for his work.

Falla loved the traditional music of his country and based all of his music on Spanish melodies and rhythms, including Andalusian Gypsy music. He collected and arranged national folk songs as well as used them in his bright and colorful compositions. He was the first Spanish composer to gain a world-wide reputation and was the only Spaniard of his time to excel as a composer.

About the Music El amor brujo, Canción del amor dolido

(Song of sorrowful love)

This song is from the opera El amor brujo (Love, the Magician) and is sung by a Gypsy girl who has lost her love, but who can’t stop thinking about him. The song tells of the pain caused by jealousy. However, at the concert there will not be a singer! The trumpet will play her part instead.

?Listen to Mr. Gittleman’s translation of the words on CD Track 9. As you listen to the music on CD Track 10, you will notice that this music has something in common with the Habanera on CD Track 6. What is it? (They both have a repeating rhythm pattern in the accompaniment.)

?Listen to CD Track 10 and tap the pattern you hear repeated. Listen again and count how many times this pattern occurs in this excerpt.

Vocabulary Gypsy

? Listen to CD Track 11. About the Composer Robert Xavier (egg-ZAY-vee-urr) Rodriguez (b. 1946) Robert Rodriguez was born in San Antonio, Texas to a Mexican family. He has studied composition all over the world and won several prizes, honors, and grants for his work. His music embraces many different styles and often combines traditional compositional techniques with folk and contemporary styles. In addition to orchestra works, Rodriguez has composed a ballet and several operas. His children’s opera, Monkey See, Monkey Do, has had more than 1,000 performances since its premiere (first performance) in 1986, making it one of the most often performed contemporary American operas in the repertory! Leading orchestras and opera companies such as the Los Angeles Philharmonic, the Cleveland Orchestra, the Chicago Symphony, the Dallas Symphony, th e Dallas Opera, the National Opera of Mexico, and many others have performed his works. A composer-in-residence at the San Antonio Symphony since 1986, Rodriguez also is active as a guest lecturer and conductor, and is on the faculty of the University of Texas, Dallas.

About the Music Piñata

Piñata is based upon a traditional Mexican folk song, which Mexican children sing at piñata parties during the holiday season. Piñatas are colorful constructions of clay or sometimes paper which are stuffed with candies and small toys. The piñatas are hung from strings. Blindfolded people use hitting sticks to break the piñata open, and then everyone enjoys the contents. In Rodriguez’s musical description, a beginning fanfare gives way to two solo violins representing the strings from which the piñata hangs. The music becomes wilder and wilder as the piñata is struck and the contents fall to the floor! This music is a fusion of a traditional Mexican folk melody and American jazz. Imagine you are a composer: As there is no recording of this work, can you imagine what the music will sound like? What kinds of sounds would picture a party and the breaking of the piñata? If you were a composer, what kinds of instruments would you choose to describe a party scene? Write a one-page musical description of what you think you will hear at the concert. Describe what is happening at the beginning of the party, the middle of the party, and the end of the party using adjectives that describe the sound of the music as well as the scene. After the concert, compare what you wrote to the actual music you heard.

Vocabulary contemporary fanfare piñata premiere

About the Composer Roberto Sierra (b. 1953) Born in Puerto Rico, Roberto Sierra is one of Latin America’s most active contemporary composers. After studying music in his native country, he traveled to Europe to further his studies. As a result his music is a fusion of European and Latin American traditions. His works have been performed by major orchestras in the United States and in Europe. His music is colorful and rhythmic, reflecting his Latin American roots. Roberto Sierra is simply a man who loves to write music. Currently residing in the United States, he is a professor at Cornell University in Ithaca, New York. “Every day I compose, I love to compose, it is not a choice. Music is one of the good things of life to be enjoyed, lived, and loved.” Sierra is considered to be one of the leading American composers of our time.

About the Music Let’s Make a Symphony

This work is in three movements (sections) and involves the audience as ‘on the spot composers’ throughout. The first movement,

“Sonatina,” requires the audience to make a decision as to which combination of instruments play the melody and which play the

accompaniment. In the second and third movements, called “Imaginary Creatures” and “We’ve Got Rhythm,” the audience

members become performers along with the orchestra. Be ready to follow Mr. Gittleman’s directions and have some fun! (There is no recording of this work .)

About the Composer Alberto Ginastera (1916-1983) Alberto Ginastera (HEE-nahs-ter-ah) was born in Buenos Aires, Argentina. Alberto’s musical talent was obvious at a young age. He began piano lessons at the age of 7, was admitted to the conservatory at 12, and had written his first piece of music by his 14th birthday.

Throughout his lifetime, he won many prizes and honors for his compositions. He worked in music organizations in Buenos Aires, and traveled and studied in the United States as well. Much of his music is based on traditional Argentinean folk songs and dances.

About the Music Estancia, Malambo

Estancia was one of Ginastera’s earliest compositions and helped launch his career. It is a ballet about rural life on the Argentine pampas, or prairies, and the gauchos, or cowboys, who lived there. Malambo is the name of a traditional gaucho dance which is very fast and involves continuous motion. The rhythm expresses the physical strength, energy, agility and manliness of that dance. ? Listen to CD Track 12. It will leave you breathless! How does Ginastera achieve such an exciting and breathless mood? Are there ever any rests or stopping places?

Vocabulary gaucho pampas

Music and Geography Countries and Composers Citizenship Proficiency Strand III: World Interactions

Use a classroom globe to complete the chart and answer the questions below.

Composer Birthplace Continent Georges Bizet France Emmanuel Chabrier France Manuel de Falla Spain Alberto Ginastera Argentina Maurice Ravel France Robert Xavier Rodriguez United States Roberto Sierra Puerto Rico Emmanuel Chabrier was born in France and traveled to Spain.

• Locate France on a map. • Which direction did Chabrier tra vel to go from France to Spain? • How many bodies of water border France? • How many bodies of water border Spain?

Robert Xavier Rodriguez was born in San Antonio, Texas to Mexican parents.

• Locate San Antonio, Texas on a US map. • Locate Mexico on a map. • Name the bodies of water that border Mexico.

______________________ ______________________ • Which direction would you travel to go from San Antonio, Texas to Mexico?

__________ • Which direction would you travel to go from San Antonio, Texas to Dallas, Texas,

where Mr. Rodriguez works today? ___________ • Draw a sketch of Texas.

Roberto Sierra was born in Puerto Rico and currently lives in the United States.

• Locate Puerto Rico on a map. • What body of water surrounds Puerto Rico? ______________ • Sierra traveled to Europe to study. What direction did he travel to go from his

place of birth to Europe? ______________ • Sierra now lives and teaches in New York State. Locate New York on a map.

Alberto Ginastera was born in Buenos Aires, Argentina.

• Locate South America on a map and then locate Argentina. • Which direction did Ginastera have to travel to study in the United States?

________________ • The United States is on which continent? _________________

How many composers listed in the chart above are from France? ___________

Use your Math Skills Mathematics Proficiencies Strand III:

Learning Outcome #8 Composer Birth and Death Dates Years Lived Georges Bizet 1838-1875 Emmanuel Chabrier 1841-1894 Manuel de Falla 1876-1946 Alberto Ginastera 1916-1983 Maurice Ravel 1875-1937 Robert Xavier Rodriguez 1946- Roberto Sierra 1953- Complete the chart above and answer the following questions:

1. Which composer lived the longest? _________________________ 2. Which composers are still alive today?

______________________________

______________________________

3. How old was Bizet when Chabrier was born? _____________ 4. How many composers lived all of their lives in the 20th century? _______ 5. Which composers’ lives spanned two centuries (19th and 20th)?

___________________________ ___________________________

Music and Language Arts Writing Proficiencies Strands I and IV

Write five sentences that include some of the Spanish vocabulary words you have learned. They are listed on the following page. After the concert, write a short paragraph about the composition that you enjoyed the most. Describe why you liked it and how it made you feel. Send a thank-you note to the conductor Maestro Gittleman and the musicians of the Dayton Philharmonic Orchestra thanking them for all the practice that went into preparing the concert for you. Let them know what you liked about your experience. Write a five line poem according to the following format: Write Line 1 = 1 word A poem, Line 2 = 2 words A musical memory, Line 3 = 3 words In fifteen words, Remember: Line 4 – 4 words Add a word each line. Line 5 = 5 words

Poetry by the Number __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ Share your paragraphs, thank-you notes, and poems with the Dayton Philharmonic Orchestra!

S p a n i s h V o c a b u l a r y L i s t

§ adios - goodbye

§ agua – water

§ amigo – friend

§ conquistadors – Spanish leaders who subdued native Americans, especially in Mexico and Peru

§ España – Spain, in the Spanish language

§ El Maestro – conductor in Spanish

§ fandango – a lively Spanish couple’s dance accompanied by guitar and castanets

§ flamenco – an energetic dance style of the Andalusian Gypsies

§ gaucho – Argentinean cowboy

§ gracias – thank you

§ habanera – a Cuban dance

§ hasta pronto – see you soon

§ Hispania – ancient Latin name for Spain

§ hola - hello

§ malagueña – a folk tune native to Málaga, Spain

§ De Orquestra – orchestra in Spanish

§ pampas – Argentinean prairies

§ señor – man

§ señora – woman

§ señorita – young woman

Timeline

Music and History Citizenship Strands I and III: American Heritage and

World Interactions

The Americas Europe

Georges Bizet born 1838

Emmanuel Chabrier born 1841

Maurice Ravel born 1875 Manuel de Falla born 1876

Alberto Ginastera born 1916 Robert Xavier Rodriguez born 1946 Roberto Sierra born 1953

1800

2000

1900

Music and History Citizenship Strands I and II: American Heritage and World Interactions

Major Events in the Americas and Europe from 1850-2000 Choose two events that occurred during each composer’s lifetime, and place those events on the Music and History Timeline. 1849 California Gold Rush 1865 Civil War ends slavery 1869 Transcontinental railroad 1876 Alexander Graham Bell invents the telephone 1877 1st shipment of refrigerated meat from Argentina to Europe 1879 Thomas Edison invents the light bulb 1886 France gives America the Statue of Liberty 1894 Italian engineer Marconi builds first radio equipment 1895 First motion picture 1896 Henry Ford builds his first experimental car 1900 Coca-Cola introduced 1903 Wright brothers first flight in North Carolina 1908 Ford builds the Model-T car 1920 Women are allowed to vote 1924 First Winter Olympic games open in France 1925 Scottish inventor John Baird transmits human features by television 1929 Stock Market crash 1931 Empire State Building opens in New York City 1938 Oil discovered in Saudi Arabia 1943 Penicillin discovered 1951 Color TV introduced in the U.S. 1954 Segregation in U.S. schools declared unconstitutional 1957 First space satellite launched 1957 Castro overthrows Batista in Cuba 1961 First manned space flight 1964 U.S. Civil Rights Act 1968 Martin Luther King Jr assassinated 1969 First manned landing on the moon 1981 Home computers widely available 1982 Compact discs introduced 1992 World Wide Web created for home use 1995 Leaders of Serbia, Bosnia and Croatia sign peace agreement in Dayton, OH 1998 E-mail becomes popular 1999 First balloon flight around the world 2000 International space station launched

MUSIC AND CITIZENSHIP

Citizenship Proficiency Strand VI: Learning Outcome #18

Being a member of an audience is an important responsibility. Musicians can concentrate and play their very best when appropriate concert manners are observed. Discuss the difference between attending a live symphony orchestra concert, attending a rock concert, and listening to music or watching a television show at home. Review the following concert manners: ? Welcome the concertmaster to the stage with applause ? Welcome the conductor to the stage with applause. ? Sit quietly while the music is played. ? Remain in your seat throughout the concert. ? Applaud when the conductor puts down his baton at the end of each composition.

Think about this: How do you feel when you have to perform or make a presentation in front of a group of people? Does the audience response and behavior have an effect on how well you perform?

Concert Listening Tips

Going to an orchestra concert takes mental energy. Here’s what you can do to be sure you get the most from your concert experience.

NOTICE! When you are seated you will be part of an audience of about 2100 people. Some of the musicians will already be on the stage warming up. When it is time for the concert to begin, the concertmaster, who sits in the first violin chair, will enter the stage and all the musicians will tune their instruments to a note played by the oboe. When they are ready, the conductor will enter the stage, and it is appropriate for you to welcome him with applause.

CONCENTRATE! Listening to music is like going on a trip in that all parts of the trip, the exciting parts and the less exciting parts, make up the whole thing. But music is more of a challenge because you must concentrate to see and hear what is happening. Here’s what you can do to stay focused and enjoy the concert. Ø Don’t let people around you distract you. Let the music get inside you.

Remember that the music is being played just for you! Ø Take time to look at each instrument as it is being played. As you watch, can

you hear THAT instrument? Ø Musicians have conversations with their instruments. Which instruments seem

to be talking back and forth to each other? Ø Observe how many different ways sound is produced in an orchestra. Ø What does the conductor do? How does he show the loud and

soft, fast and slow parts of the music? What else do you notice that he does? (At the end of the piece of music, when he puts his baton down and turns to the audience, you can clap to show your appreciation.)

It’s a workout, but if you really concentrate and are alert to everything happening on the stage, the music

will speak to you and you will have a great time!

MMaapp SSkkiillllss

Use the Points of Interest key to the right to answer the following questions. What number represents the Schuster Performing Arts Center on the map? _____ Draw a circle around it. Is your school to the north, south, east or west of downtown Dayton? _________ What downtown street could your bus driver or chaperone take to arrive at the Schuster Center? ______________________ What number represents the Dayton Metro Library on the map? _____ Draw a circle around it on the map. Describe a route you could take to travel from the concert at the Schuster Center to the library.

Points of Interest 2. Courthouse Square 4. Dayton Art Institute 5. Dayton Convention Center 7. The Dayton Metro Library 8. The Dayton Visual Arts Center 10. Fifth Third Field 12. K12 Gallery for Young People 13. The Loft Theatre 14. Memorial Hall 15. National City 2nd Street Public Market 16. The Neon Movies 17. Old Court House 18. Oregon District 19. RiverScape MetroPark 20. Schuster Performing Arts Center 21. Sinclair Community College 22. The Victoria Theatre

Available Compact Disc Recordings

España: Emmanuel Chabrier. Spanish Favorites Naxos CD 8.554044. Royal Philharmonic Orchestra, Adrian Leaper, conductor.

Carmen, Suite No. 2: Georges Bizet. London Digital Recording, The Decca Record Co Ltd. London, CD 417 839-2. Orchestre Symphonique de Montréal, Charles Dutoit, conductor.

Rapsodie Espagnole: Maurice Ravel. London Digital Recording, The Decca Record Co Ltd. London, CD 410 010-2. Orchestre Symphonique de Montréal, Charles Dutoit, conductor.

El amor brujo: Manuel de Falla. EMI Classics CD 7243 5 67592 2 0 (a 2-CD set); Orquesta nacional de España, Rafael Frühbeck de Burgos, conductor. Estancia, Malambo: Alberto Ginastera. Latin American Classics, Volume 1, CD 8.550838. Festival Orchestra of Mexico, Enrique Bátiz, conductor.

GLOSSARY

¨ accompaniment – an instrumental or vocal part that complements or supports a melody or solo

¨ child prodigy – a young person who has received little or no training in a particular skill, but who has unusual natural abilities

¨ composer – a person who writes music

¨ composition – a piece of music

¨ conductor - the director of an orchestra

¨ concerto – a three-movement piece for a soloist (or soloists) and orchestra

¨ contemporary – modern, current

¨ encore – a demand for a reappearance or additional performance

¨ fanfare – a short exciting piece of music usually played by brass instruments

¨ fusion music – a style that blends the music of two different cultures

¨ Gypsy – one of a wandering group of people

¨ movement - a section of a longer piece of music that can also stand alone as a separate piece

¨ nationalism – a style of music in which composers use their native folk songs and/or write their music to sound like music from a particular country

¨ opera - a play in which all the words are sung instead of spoken

¨ orchestra – a large group of instruments which are divided into four groups: strings, woodwinds, brass, and percussion

¨ orchestrate – to arrange music for an orchestra

¨ overture - the orchestral introduction to a musical play or opera

¨ percussion – the section of the orchestra that includes instruments that you strike or shake to play

¨ premiere – first performance or exhibition

¨ rhapsody – a free-flowing piece with no strict form

¨ suite – a set of instrumental pieces, each in the style of a dance

¨ syncopation – deliberate shifts of rhythmic accents that conflict with the steady beat

Music Web Resources American Symphony Orchestra League: Play Music www.playmusic.org An interactive site featuring music games and interviews with young artists and contemporary composers. Classical Net www.classical.net/music/welcome.html Find 4200 classical music files with links to 2500 more Classical Archives www.classicalarchives.com Large classical music site with full-length music files, composers, live recordings, MIDI files and more. Free use for 5 files/day. Classics for Kids www.wguc.org/kids.html Based on the WGUC radio program Classics for Kids, this site features information about composers and pieces featured on the show. The Dallas Symphony Orchestra www.dsokids.com Music is fun to learn! Dallas Symphony Orchestra Music Education Site. From the Top www.fromthetop.org Explore the world of classical music by meeting other young musicians. Discover musical facts, stories, or guides to all things music-related. Fun Music Ideas www.funmusicideas.com/ Fun Music Ideas is a free monthly e-mail newsletter full of ideas for helping students learn music. Karadar Classical Music World www.karadar.it/ Includes composers’ biographies and a photo gallery. Music History 102 www.ipl.org/exhibit/mushist/ Read about composers from the Middle Ages to the present and hear MIDI files of their music. Music Notes: An Interactive Online Musical Experience www.hyperion.advanced.org/15413/ Clear, concise explanations of many aspects of music, plus a section of interactive games. Naxos labels www.Naxos.com This commercial but useful site includes composer/artist biographies with pictures/photos; links to education topics: a glossary, intro to classical music, how to enjoy a live concert and more. The New York Philharmonic Kidzone! www.nyphilkids.org/ Interactive web site for kids, parents, and teachers. Music! Games! History and fun!