KWS School Concerts Grades 1—3

November 20 & 21, 2018 Kitchener-Waterloo Symphony

Andrei Feher Music Director

Activity Guide

Music of Canada/

Music of the World

Dear Teachers, We are so pleased that you will be including your students in the Kitchener-Waterloo Symphony School Concerts Program. This concert, Music of Canada / Music of the World, will introduce grade 1—3 students to some important concepts from the Ontario Ministry of Education curriculum through music. Not only will the students see and hear our professional, 55-piece orchestra in the acoustically superb Centre In The Square, they will also learn new concepts, be exposed to different cultures and be inspired. To enhance the concert experience the KWS sends some of its musicians into the schools to meet the students, give some instrument demonstrations, talk about the concert and answer questions. Please encourage your students to be inquisitive—we love discussing the music we perform. The materials in this booklet are designed by our KWS Education staff. We welcome your feedback. Thank you, and enjoy the concert!

Laurie Castello

Director of Operations / Education and Community Programs Kitchener-Waterloo Symphony

KWS SCHOOL CONCERTS PROGRAM Music of Canada/Music of the World

Tuesday, November 20, 2018 at 10:30 AM & 12:45 PM — Centre In The Square Wednesday, November 21, 2018 at 10:30 AM & 12:45 PM — Centre In The Square

REPERTOIRE

Calixa Lavallee (1842 - 1891) / John Fenwick

O Canada! 2:00 Calixa Lavallee (1842 - 1891) / John Fenwick

O Canada! 2:00

Tie Shan Liu (b.1963)

Dance of the Yao People 6:00

John Williams (b. 1932) / ARR. CUSTER

Jurassic Park 3:30

Ryan Trew (b.1949)

Hinterland 4:00

Traditional / arr. Dan War-ren

Ah! Si mon moine voulair danser 2:00

Pyotr Tchaikovsky (1840 - 1893)

Excerpt from 1st Mov’t, Symphony No.4 in F minor, op.36 I. Andante sostenuto

2:00

Ludwig van Beethoven (1770 - 1827)

Excerpt from Symphony No.5 in C minor, op.67 I. Allegro con brio

4:00

Manuel de Falla (1876 - 1946)

Three Dances (Suite No.2) from El sombrero de tres pi-cos (3-Cornered Hat) Miller's Dance (Farruca)

3:00

Johannes Brahms (1833 -1897) / arr. Brahms

Hungarian Dances (arr. Brahms) No.1 3:00

Andrei Feher, Music Director

Andrei Feher has already earned a reputation for his musical maturity and integrity, natural authority on the podium, and an imaginative and intelligent approach to programming. At the age of 26 Feher was appointed as the new Music Director of the Kitchener-Waterloo Symphony Orchestra, a position which is effective from August 2018.

Having gained early experience as assistant to Fabien Gabel at the Orchestre Symphonique de Quebec, at the age of 22 Feher joined the Orchestre de Paris as Assistant Conductor to its Music Director, Paavo Järvi. During this time he collaborated with conductors including Zubin Mehta, Valery Gergiev, Christoph von Dohnányi, Thomas Hengelbrock and Jaap van Zweden, as well as regularly conducting the orchestra in their popular Young Public concerts at the Philharmonie de Paris. In addition to his commitments with the Kitchener-Waterloo Symphony Orchestra, recent and upcoming highlights include performances with the Tokyo Symphony Orchestra, Orchestre Symphonique de Montréal, Orchestre de Chambre de Lausanne, Orchestre Symphonique de Quebec, Les Violons du Roy, Orchestre Philharmonique de Monte-Carlo, Orchestre National d’Ile de France, Orchestre Métropolitain Montreal and Romanian Radio National Orchestra. A strong advocate of contemporary music, Feher has recently performed works by Eric Champagne, Pierre Mercure, George Dimitrov, Ciprian Pop and Abigail Richardson, as well as the world premiere of Thierry Besancon’s opera for children Les Zoocrates with Opéra de Lausanne. In November 2015, Feher conducted the world premiere of Soleil Noir by Pierre Jodlowski with the Orchestre de Pau-Béarn, which resulted in an immediate invitation to conduct the work in Toulouse in November 2016. Born in Romania into a family of musicians, Feher began his musical education as a violinist in his hometown Satu-Mare before continuing his studies at the Montreal Conservatoire when his parents relocated to Canada.

~A Brief History of Music in Canada~ Before European settles came to Canada, or Canada became a country; North America was home to a wide variety of indigenous peoples, each with their own musical practices. Aboriginal music was often played to accompany dancing and sacred ceremonies. The music was passed down from generation to generation orally—never written down.

Aboriginal music features: Chanting, throat singing, whistles, drumming, and beautiful handmade instruments (Rattles from gourds and animal horns etc.)

As Europeans settlers began to populate the country, each culture brought with them the music and instruments of their homeland (fifes, drums, trumpets, violins etc.); all valued music as important. Music was taught as a subject in Canadian schools from 1639, and began to be printed and published in the 1800s. The Maritime Provinces became home to many Irish and Scottish settlers who brought their Celtic music with them. You can find fiddle playing and Ceili dancing there still today! French folk music, fiddle playing, and dancing found a home in Quebec. Our most famous French-Canadian folk-tune was published in 1879 – “Alouette!” The Europeans also brought their Classical music. By the end of the 1700s, classical concerts had become a regular part of the cultural landscape, and Canada had it’s own home-grown Grande Opera.

1867 Canada becomes a country! Alexander Muir composes “The Maple Leaf Forever”, our first

national anthem. At this time, the average middle-class Canadian had a piano in their home. 1880

“O’ Canada” was composed by Calixa Lavallée – originally only in French! 1900s

Recorded music becomes possible with the invention of the Gramophone. 1910s

WWI inspired popular Canadian patriotic songs and European style marches such as: “Canada I hear you Calling”, “God save the King”, and “O’ Britannia!”

1920s The Jazz age of Canada, public dancing and American inspired Jazz filled halls everywhere.

The invention of the radio allowed artists to spread their music farther than ever before! 1930s

Jazz and Blues remain popular. Performing Big Bands are the entertainment of the day. “Guy Lombardo and the Royal Canadians” is a key figure in this time.

1940s WWII inspires a surge of patriotic school band music in Canada. This time also marks the

career beginnings for two of Canada’s greatest pianists: Oscar Peterson, and Glenn Gould.

After this point we continue to see music split into many different Genres, each with its pivotal Canadian characters. R&B, Country, Rock n’ Roll, Classic Rock, Hip-hop, Rap etc. each rise in popularity, increasingly inspired by global influences. All the while, Aboriginal music, Classical music, and Folk music, stand as the foundation for our musical cultural heritage and continue to inspire us today.

Concert Etiquettes For Performers

What is good concert etiquette? It’s the behavior that is considered appropriate and polite while enjoying or

performing a live musical performance. Good concert etiquette shows respect for the conductor, performers, other audience members, and the music that is being performed.

Do’s… Do act as professionally as possible while on

stage Do dress appropriately Do help others by setting a good example (ex.

stay quiet & keep focused) Do sit quietly with hands and feet to yourself,

listen and learn! Do show appreciation for the efforts of other

groups, be respectful!

Don’ts… Do not call attention to the mistakes if they are

made Do not wave or talk to performers or audience

members Do not play with toys or other objects!

Concert Etiquettes For Audiences

Not Performing? Be a good audience! Not being on stage does not mean that you should forget all about your concert etiquettes. In fact, there are a lot more to remember when you are a member in the audience!

What should I do as an audience member? 1. Sit quietly and wait for the concert to begin. You may talk softly while you wait. Do

not talk or make noises during the performance. It can be distracting to the

performers.

2. Applaud after each full piece of music has been completed.

3. Keep concert programs quiet during the performance

4. Cell phones should be turned off or to mute. Watches set to beep on the hour

should also be turned off. Also, do not listen to iPods or play games on your

electronic device.

5. Please use discretion in taking photos. Flash photos during a performance are

extremely distracting for all.

6. If you must get up to leave during a concert, do so only at the end of a groups

performance or between pieces. It is the best if you stay for the entire concert.

7. Please remove all hats.

http://www.lesd.k12.az.us/webpages/cfortier/index.cfm?subpage=96759

A fanfare uses music to announce something important. Think of some fanfares you’ve heard at a special event. Tchaikovsky begins this symphony with French Horns:

1. Have class listen to the opening of the first movement Tchaikovsky’s,

“Symphony No. 4.” What words would you use to describe it? 2. Is this music - strong/ weak; loud/soft; smooth/jagged; thick/thin; high/ low? What makes it sound so formidable in the beginning? 3. Distribute (or have children use their own) crayons, colored pencils, finger paints - draw what you hear! What is this music describing? 4. Share your work with the class and talk about what in the music made you feel this way. 5. If this music was a soundtrack to a movie? What kind of scene do you picture?

Pyotr Tchaikovsky

P. Tchaikovsky: “Symphony No. 4”, First Movement

ACTIVITIES

Andrei Feher, Music Director

C D T R A C K # 1

“Symphony No.4, First Movement” Although his music sounds very ‘Russian’ Tchaikovsky was actually influenced by music from around the world. The symphony’s first performance was at a Russian Musical Society concert in Moscow on February 22, 1878.

Fanfare:

A flourish of trumpets, or other instruments imitating a group of trumpets, making an announcement.

T E R M S :

Both the University of Montreal and the University of Western Ontario are incorporated.

W H I L E I N

C A N A D A . . .

COMPOSER Pyotr Tchaikovsky (1840 - 1893) After completing studies at the St. Petersburg Conservatory Tchaikovsky moved to Moscow to teach at a conservatory there. A rich woman offered him financial support which made it possible for him to quit teaching and concentrate on composition. His most famous music includes Nutcracker, 1812 Overture and Sleeping Beauty.

KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

(1770 - 1827) Beethoven first studied the viola and piano, then moved to Vienna to study with a famous composer, Haydn. Beethoven quickly became known as a brilliant pianist and composer. By 1815 he was losing his hearing and had to give up performing so he concentrated on composing. His unique music compositions sounded strange to many of his audiences. He has had a great influence on many composers.

Beethoven was 28 years old when he first realized he was becoming deaf. He vowed to live on for music and managed to create some of the most powerful music in history despite losing his hearing at a young age. COMPOSER Ludwig van Beethoven

1. Write the following pattern on the board in words, notation or symbols: short short short l o n g // short short short l o n g

_ _ _ ____ // _ _ _ ____

2. Have the children perform the pattern in several ways: knock on the their desks with their knuckles tap on the palm of their hands with 2 fingers hop on 1 foot for the “short” and land on 2 feet for the “long” repeat the pattern while knocking and speaking 3. Play the opening from Beethoven’s Symphony No. 5. Ask the children to listen for this famous 4 - note “knocking” pattern. Can they hear it reoccurring throughout the excerpt? 4. Have class share their stories evoked from the music. 5. Listen again focusing on the musical elements that add color, tension and drama to this composition. Have children create a list on chart paper of all of techniques that they have heard in the piece. (extreme dynamics – loud/soft; tonality changes-happy (major)/ sad (minor); extreme pitch – high / low; texture changes – the number of instruments playing (thickness or thinness of sound); timbre – the color of instruments playing (strings, woodwinds, brass, percussion etc.)

Ludwig van Beethoven

L. van Beethoven: “Symphony No. 5”, First Movement

ACTIVITIES

Andrei Feher, Music Director

C D T R A C K # 2

“Symphony No. 5, First Movement”

The first notes of this symphony are some of the most famous in all classical music. The symphony has been called one of the most important music works of all time.

Symphony:

A composition for orchestra, made up of (usually) four movements, each with a different mood and tempo.

T E R M S :

Slavery in the British colonies of Canada (and throughout the Commonwealth) was abolished in 1807.

W H I L E I N

C A N A D A . . .

KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

“traditional folksong” and therefore no composer has been identified for it. It has been adopted as a traditional Quebec song and is often sung in that province.

This is a folksong, believed to have been sung in France before the 17th century. The title is a play on words: "moine" means both a "spinning top" and a "monk." To encourage him to dance, the monk is offered - in fun - first a hood or cap, then a rosary. Because this is a

1. Sing the French Canadian folk song, “Ah! Si Mon Moine Voulair Danser.” The translation is included.

2. This is a lively song. It is about women trying to get a monk to

dance with them or children getting a top to spin. 3. Imagine what activity children might be doing while singing this

song. (spinning tops, dancing in circles, etc.) 4. What instruments might be played to accompany the song!

(spoons, sticks)

Lower Canada Rebellion

Traditional: “Ah! Si mon moine voulair danser”

ACTIVITIES

Andrei Feher, Music Director

C D T R A C K # 3

“Ah! Si mon moine voulair danser”

Quebec

inherited a rich

tradition of

songs and

dances from

northern France,

namely the

regions of Île-de-

France, Picardy,

Normandy,

Poitou, and

Brittany.

Folksong: Old songs, with no known composers; another is music that has been passed down over a long period of time.

T E R M S :

Smallpox epidemic decimates Huron people; population reduced by 50%.

W H I L E I N

C A N A D A . . .

KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

Teachers, please note... The students will not be formally asked to sing along with the orchestra at the concert. since it is a unique arrangement for orchestra only. However, the students are more than welcome to sing or hum the tune if they would like to join in.

Original English Translation Ah! si mon moine voulait danser! X 2 Ah! If my monk would like to dance with me Un ceinturon je lui donnerais. X2 I would give him a sash Danse, mon moin', danse! Dance my monk! Dance! Tu n'entends pas la danse, You don’t hear the dance Tu n'entends pas mon moulin, lon la Tu n'entends pas mon moulin marcher. Ah! si mon moine voulait danser! X2 Un chapelet je lui donnerais. X2 I would give him a rosary Danse, mon moin', danse! Tu n'entends pas la danse, Tu n'entends pas mon moulin, lon la Tu n'entends pas mon moulin marcher. Ah! si mon moine voulait danser! X2 Un froc de bur' je lui donnerais. X2 I would give him a homespun coat Danse, mon moin', danse! Tu n'entends pas la danse, Tu n'entends pas mon moulin, lon la Tu n'entends pas mon moulin marcher. Ah! si mon moine voulait danser! X2 Un beau psautier je lui donnerais. X2 I would give him a beautiful psalter Danse, mon moin', danse! Tu n'entends pas la danse, Tu n'entends pas mon moulin, lon la Tu n'entends pas mon moulin marcher. S'il n'avait fait voeu de pauvreté, X2 If he had not made a vow of poverty Bien d'autres chos' je lui donnerais. X2 I would give him other things as well Danse, mon moin', danse! Tu n'entends pas la danse, Tu n'entends pas mon moulin, lon la Tu n'entends pas mon moulin marcher.

COMPOSER Tie Shan Liu (1963-Present) A native of Liaoning, China. Liu entered Chinese Opera Institute in the year of 1978, majoring in Chinese violin, also known as the erhu. Liu graduated in 1984 and pursued in the field of teaching and composing. He is currently an erhu instructor at Chinese Opera Institute.

Dance of the Yao People (瑶族舞曲) is one of the best known and most popular Chinese instrumental compositions of the second half of the 20th century. It was composed collaboratively by Tie Shan Liu & Yuan Mao, inspired by the long drum dance, a form of traditional festival music of the Yao people of southern and southwest China.

1.In small groups of 3 to 5 people, create your own dance moves for this composition. Perform your dance in small groups to the class. 2.Listen to an arrangement played with Chinese instruments, then an orchestral arrangement. Compare the differences between these two instrumentations. 3.Imagine a little village with fresh air, mountains. Females in the Yao tribe would dress like the picture on the right. They often sing and dance together. This is what we would picture while playing this song.

Tie Shan Liu

T. Liu: Dance of the Yao People

ACTIVITIES

Andrei Feher, Music Director

C D T R A C K # 4

“Dance of the Yao People”

Musically, the work is in several sections, some slow and some fast. It begins in 2/4 meter at a slow tempo, moves to 3/4 meter, then returns to 2/4 meter in a faster tempo for the finale.

Chinese Violin (Erhu): A Chinese two stringed musical instrument held in the lap and played with a bow.

T E R M S :

Women on juries - Manitoba women were first permitted to serve on juries.;

W H I L E I N

C A N A D A . . .

KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

(1979-Present) A native of Barrie Ontario, Ryan received his Bachelor of Music in composition and music theory from Wilfrid Laurier University and his Masters of Music at the University of Toronto, and His doctoral degree in music composition and theory at the University of British Columbia.

This composition by Ryan Trew was inspired by the lute music used in televised public service-style profiles of animals and birds that ran on CBC television during the 1960s and 1970s as “Hinterland Who’s Who”. Ryan has represented the natural environment through this music.

COMPOSER

Ryan Trew

1.Imagine a space beyond the city that is largely untouched by people. Nature and animals have been left to create their own wonderful world. This is what we would see in Hinterland. 2.Look at the picture of a Hinterland on the next page and create a class composition based on the sound you might hear in it? What kind of sounds might you hear? What order should they go in? Are there loud sounds? Quiet sounds? sparkling brooks, fresh streams, wind in the leaves, beautiful sing-ing birds, all kinds of animals, insects, wild flowers…... 3.Perform your composition for an audience who draw what they hear in your music! Share what you drew, why did you picture the things you did?

Ryan Trew

R. Trew: “Hinterland”

ACTIVITIES

Andrei Feher, Music Director

N O

R E C O R D E D

V E R S I O N

E X I T S T S !

“Hinterland”

This composition is still so new that a professional recording does not yet exist, hear it performed by the KWS in a way like never before!

Hinterland:

The hinterland is the land or district behind a coast or the shoreline of a river.

T E R M S :

Wilfrid Laurier University (WLU)—more than a dozen WLU students have been members of the KWS.

W H I L E I N

C A N A D A . . .

KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

The “Three Cornered Hat” is a ballet by Manuel de Falla commissioned by a famous ballet director, Sergei Diaghilev, and premiered complete in 1919. Sets and costumes for the original ballet were created by Pablo Picasso.

1.Georges Bizet was a Spanish composer. LISTEN to the Miller’s Dance. from the ballet, “Three Cornered Hat.” What is a ballet? (dancers perform on stage to music often telling a story ) 2.This music is full of musical colors! On chart paper, write words that describe the music: LOUD OPENING EXTREME DYNAMICS (LOUDS & SOFTS) FEW INSTRUMENTS FULL ORCHESTRA SLOW TEMPO FAST TEMPO ACCENTED NOTES JUMPY RHYTHM 3. Which families of instruments of the orchestra can you hear? (woodwinds, strings, percussion, brass) 4. Can you imagine a guitar playing this piece? Check out YouTube – Simon Dinnigan! 5. What do you imagine is happening in this piece? Listen again and color or draw a picture that represents the music. See next page for coloring.

Manuel de Falla

M. de Falla: “Miller’s Dance” from 3-Cornered Hat

ACTIVITIES

Andrei Feher, Music DIrector KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

C D T R A C K # 5

“Miller’s Dance From 3-Cornered Hat”

This selection is from a suite from the ballet. The elderly local governor, who wears a three-cornered hat, uses his power falsely to arrest the miller and keep him away from home, so that he himself can pursue the miller’s wife.

Suite:

An instrumental composition that is a collection of several shorter pieces or movements.

T E R M S :

Canada signs the Treaty of Versailles, formally ending World War I.

W H I L E I N

C A N A D A . . .

COMPOSER Manuel de Falla (1876-1946) Manuel de Falla was a Spanish Andalusian composer. With Isaac Albéniz, Enrique Granados and Joaquín Turina he is one of Spain's most important musicians of the first half of the 20th century.

Jurassic Park is the 12th project on which John Williams worked with Steven Spielberg. Williams composed, conducted and produced the film's score. He began writing the Jurassic Park score for the film at the end of February, and it was conducted a month later.

1. Listen to the song. Brainstorm multiple words to describe the piece as you listen, for example: dark, majestic, scary, etc…. Write them down on a piece of paper. 2. Can you imagine the time when there were still dinosaurs? Checkout “The Jurassic Park Saga in 5 Minutes (ish)” on YouTube. 3. Identify the brass instrument that plays the first four notes which sounds like dinosaurs have just woken, and are calling for each other. Is it trumpet, tuba, french horn, or trombone? (French Horn) 4. Discuss the number of different dynamics in this piece, and the level of intensity they bring for the piece.

John Williams

J. Williams: Jurassic Park

ACTIVITIES

Andrei Feher, Music Director KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

C D T R A C K # 6

“Jurassic Park”

This score comes from the original Jurassic Park movie from 1993. The melody heard most frequently, known as “Theme from Jurassic Park” is introduced when the visitors first see the Brachiosaurus.

Film Score:

Music composed specifically for the movie to serve and enhance the story, usually instrumental.

T E R M S :

Toronto’s Blue Jays became the first Canadian team to win baseball’s World Series.

W H I L E I N

C A N A D A . . .

COMPOSER John Williams (1932—Present) John Williams is an American composer, conductor, and pianist. In a career spanning over six decades, Williams has composed some of the most popular and recognizable film scores in cinematic history, including the Star Wars Series & Schindler’s List.

1833-1897 Brahms was a German composer and pianist, and one of the leading musicians of the Romantic period. Born in Hamburg, Brahms spent much of his professional life in Vienna, Austria, where he was a leader of the musical scene.

Brahms composed a set of 21 lively dance tunes based mostly on Hungarian themes, completed in 1869. They vary from about a minute to four minutes in length. They are among Brahms's most popular works, and were certainly the most profitable for him.

COMPOSER Johannes Brahms

1.Brahms was inspired to write several dances after hearing Gypsy Bands in Hungary. Find Hungary on a map of the world. Which other countries surround Hungary? 2.Listen to the Hungarian Dance No.1 while closing your eyes. **Which family of instruments do you hear? Strings (violin,viola,cello,bass); Woodwinds (flute,clarinet,oboe); Brass (trumpet,french horn,trombone); Percussion (snare drum, timpani, triangle) **This music is full of CONTRASTS. Try to identify the contrasts. FAST ….. SLOW LOUD …. SOFT HEAVY ….. LIGHT THICK …THIN DARK………BRIGHT SMOOTH(legato) … JUMPY(staccato) ** Imagine how you would move to this music 3. In small groups, make a circle and create your own dance. Be sure to use move-ments that are described above and don’t forget to change direction in your circles. Per-form your “Hungarian Dance” for each other.

Johannes Brahms

Brahms: Hungarian Dance No. 1

ACTIVITY

Andrei Feher, Music Director KWS School Concerts Program K W S , A N D R E I F E H E R M U S I C O F C A N A D A / W O R L D

C D T R A C K # 7

Hungarian Dance No. 1

This is one of

the most famous

of Brahms’

dances from his

collection of

Hungarian

Dances. It is

heard in many

different ar-

rangements,

sometimes as

music in car-

toons and mov-

ies.

Gypsy Music:

Gypsy Music re-

fers to the typical

way East Europe-

an music is played

in coffeehouses

and restaurants.

T E R M S :

YouTube: “Hungarian Dance No. 1“ brings up several piano and orchestra video per-formances.

R E F E R E N C E S :

Highlighting Musical Terms Accent: A musical marking that tells a musician to emphasize a particular note. Contour:

A musical shape.

Form: Refers to the overall structure or plan of a piece of music, it describes the layout of a composition as divided into sections.

Harmony: Multiple pitches played or sung at the same time.

Leap:

A musical interval with large changes in pitch.

Orchestra:

A large group of musicians who play together using various instruments, usually including strings, woodwinds, brass, and percussion.

Phrase:

A short musical segment with a specific contour and duration that is part of a larger melody.

Repertoire: A French word referring to the set of musical pieces you learn over a period of time. Rhythm: Patterns of sound and silence.

Suite:

An instrumental composition that is a collection of several shorter pieces or movements.

Symphony:

A composition for orchestra, made up of (usually) four movements, each with a different mood and tempo.

Time Signature:

A symbol used in music to indicate meter.

How Does Music Education Benefit Brain Development?

“Your brain on music is all about… connections.” -Daniel J. Levitin, This Is Your Brain on Music: The Science of Human Obsession, 2006

What Are The Advantages of Learning Music?