OUTER SPACE IMPROVISATIONS...year. (5-ESS1-2) Maryland State Curriculum Standards for Fine Arts...

ASSEMBLY DATE:___________________________________ ASSEMBLY TIME:___________________________________

FOR STUDENTS IN:__________________________________

Outer Space Improvisations stokes the imagination of students. Through the use of sound design and Scott’s Patterson’s space-themed compositions and improvisation activities, students are connected to the infiniteness of their imagination. Students will leave Outer Space Improvisations inspired to create their own musical universe. Pittsburgh Tribune-Review describes Bessie Award winning pianist and composer Scott Patterson’s playing as, “a masterly blend of virtuosity, singing style and beautiful voicing.” Patterson and his compositions have traveled the world, from Lincoln Center in New York to The MAC in Belfast, Ireland.

Program Description Scott Patterson will take students on a musical space journey by leaving their day-to-day existence on Earth to travel far and wide to places both charted and uncharted. Students will be invited to harness the power of their imagination in order to create in their minds what the uncharted places look, feel, sound, taste and smell like. This is where the improvisational aspect of the program comes into play.

Through sound design Scott Patterson will welcome students into the performance with the sounds of space. Students will be immersed in original space-themed compositions inspired by composers and artists such as Beethoven, Liszt, Earth, Wind & Fire, Led Zeppelin, Jimi Hendrix, Maroon 5, and Bruno Mars. Facts about space will be woven in throughout the program to deepen their intergalactic experience.

OUTER SPACE IMPROVISATIONS

Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218

“I really enjoyed the performance and how throughout the entire show, students were invited to participate.”

Mrs. Boyce, 5th grade teacher, Scholars K-8

Assembly Coordinator: Please Distribute, Post, and Announce!

http://www.yamd.org/artist/scott-patterson/








*Please pass along the attached teacher residency guide to all participating classrooms

Setup Requirements: • Several electrical outlets • 1 chair • Ample set up time (at least 60 minutes) • A designated area for loading and unloading • Permission to video record performance (Artist can provide Waiver)

Artist Arrival Time: 30 minutes prior to performance

Suggested Introduction: “Good morning/Good afternoon [Insert Name of School]! Welcome to Outer Space Improvisations presented by Scott Patterson, Artistic Director of Afro House.”

Inclement Weather DON’T WORRY! Artists will follow school closings and delays and will work with you to reschedule the performance if necessary.

Young Audiences Contact Number: 410-837-7577

After hours / Emergency Number: Call 410-837-7577 and follow the prompts to be connected with a staff member on call for After Hours or Emergency.


Outer Space Improvisations by Scott Patterson

TEACHER ASSEMBLY GUIDE

In this Teacher Guide:

• Artist’s Bio

• Standards

• Vocabulary

• Additional Resources

• Pre-performance activities

• Post-performance activities

• Classroom Discussion Questions

• Lesson Plan

• Improvisation Checklist

• KWL Chart

• Assembly Exit Ticket

• Crossword Puzzle

• Crossword Answer Key

Artist Bio Scott Patterson’s blend of classical, soul and rock music is futuristic and luxuriant. His original compositions can be heard in dance and theater pieces. In theater, his sci-fi tone poem Ebon Kojo: The Last Tribe premiered at the Charm City Fringe Festival, and he composed music for the Single Carrot Theatre’s production of Ballet Ballistique, which premiered at Light City Baltimore. Patterson’s work in dance consists of composing music for and touring with Camille A. Brown & Dancers. As a Piano Performance major Patterson studied under Richard Fields at the University of Cincinnati’s College-Conservatory of Music. He studied with Phillip Kawin at the Manhattan School of Music.

More information about Patterson can be found at afrohouse.org.

Standards: Next Generation Science Standards: Space and Systems: Stars and the Solar System, Grade 5

PS2.B: Types of Interactions • The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-

PS2-1) ESS1.A: The Universe and its Stars • The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance

from Earth. (5-ESS1-1) ESS1.B: Earth and the Solar System • The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis

between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Maryland State Curriculum Standards for Fine Arts

Standard 1.0 Perceiving and Responding: Aesthetic Education

Indicator 1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment

Objective d. Describe environmental sounds heard, with attention to rhythm




http://www.nap.edu/openbook.php?record_id=13165&page=116






Vocabulary Improvisation - to create spontaneously, on the spot; to make something up

Imagination - the ability to form new images and sensations in the mind that are not perceived through senses such as sight, hearing, or other senses

Composer - a person who writes music

Quarter note - a musical note having the time value of a quarter of a whole note or half a half note, represented by a large solid dot with a plain stem

Eighth notes - a note having the time value of an eighth of a whole note or half a quarter note, represented by a large dot with a hooked stem

Tempo - the speed of music (e.g., fast, or slow)

Staccato - shortened and detached when played or sung

Asteroid - a small rocky body orbiting the sun

Galaxy - a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction

Universe - all of space and everything in it including stars, planets, galaxies, etc.

List of additional resources Afro House www.afrohouse.org

Sun Saw Her Face by Scott Patterson https://soundcloud.com/afro-house-productions/sun-saw-her-face

Edge of Chaos by Scott Patterson https://soundcloud.com/afro-house-productions/soundcloud-edge-of-cosmos1

Video of Purple Dragon by Scott Patterson https://vimeo.com/107007733

Video of Epoch God/Better Human by Scott Patterson https://vimeo.com/107007732

Neil Degrasse Tyson, Where are the Aliens https://www.youtube.com/watch?v=zQrfh7PyrbM

Sun Ra Arkestra - Face the Music/Space is the Place https://www.youtube.com/watch?v=1qjiQwD7VCI




http://www.afrohouse.org

https://soundcloud.com/afro-house-productions/sun-saw-her-face

https://soundcloud.com/afro-house-productions/soundcloud-edge-of-cosmos1

https://vimeo.com/107007733

https://vimeo.com/107007732

https://www.youtube.com/watch?v=zQrfh7PyrbM

https://www.youtube.com/watch?v=1qjiQwD7VCI

Pre-Performance Activities Option 1

Have the students listen to Edge of Chaos, and then discuss tempo as defined in the list of vocabulary words. Ask students if the tempo of Edge of Chaos is fast or slow. After the discussion lead students in the following improvisation activity.

Scenario: You are flying your spaceship through a field of asteroids. As you navigate through the asteroids: What do you feel? What do you see? What do you hear?

During the assembly Scott Patterson will set up a similar scenario, and then he will ask a teacher what s/he feels, sees and hears. Next, he will ask the teacher to identify a student who will be asked to answer the same questions.

Option 2

Create a KWL chart. Ask students what they know about space and record it in the K section. Ask them what they would like to learn in the form of questions and record them in the W section.

Post-Performance Activities Option 1 Draw Edge of Chaos During the assembly, Scott Patterson played Edge of Chaos. Students first heard a recording of the piece during the pre-performance activity. Using art supplies have student draw what the they saw, felt and heard during the live performance of the piece. Option 2 Write a Review Have students write a review of the performance. Make sure that they choose how many stars (up to five) and include: a brief description of the assembly using at least two vocabulary words, what they learned about space and music, what they liked/disliked, and if they would recommend it to other schools and why.

Option 3 Handouts




Classroom Discussion Questions When in your life do you improvise?

Why is improvisation important?

Do you need to use your imagination in order to improvise?

Name a space fact you that you learned during the assembly that you did not know.

Name one thing you liked about the Outer Space Improvisations experience that you could share with your friends, or family.

Handouts Students can complete the handouts included: the Crossword Puzzle, the Exit Ticket and the KWL chart.




Lesson Plan for Outer Space ImprovisationsLesson Title: Outer Space Improvisations

Artist’s Name: Scott Patterson

Teacher’s Name: Grade:

Fine Arts Standard Standard 1.0 Perceiving and Responding: Aesthetic Education Indicator 1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment Objective d. Describe environmental sounds heard, with attention to rhythm

Integrated Content Area: W.2.3.: Write narratives in which students recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Assessment: Student writing and soundscapes—scored based on the checklist.

Connected Lesson Objective: Students will write their own stories about outer space, using key vocabulary words from the assembly, and will create a soundscape to accompany the story that accurately reflects the mood and tone set by the story. Introduction/ Motivation (5 minutes) Collectively, students brainstorm a list of vocabulary words mentioned during the assembly that could contribute to a story about outer space.

Modeling (10 min): The teacher writes a quick story about outer space, using at least three of the key vocabulary words that students brainstormed together. The story should have a beginning, middle and end. Then the class creates a soundscape based on what they learned during the assembly. The teacher discusses with the class how the music matches the mood and tone set by the beginning of the story. Guided Practice (20 min): After sharing the checklist, students make-up their own story using at least three of the key vocabulary words they brainstormed. When ready, students pair up to share their stories and support each other in creating a soundscape that goes along with the stories.



lesson plan continued

Independent Practice (10 min): The teacher selects student volunteers to present their stories and soundscapes. Students present in pairs, with one student reading the story and the other student performing the soundscape as a background. Together the audience can “score” the presenters, using the checklist.

Closure (5 min): The teacher encourages students to use their imaginations and shares that no one's story is inferior to another's.

Vocabulary Improvisation- to create spontaneously, on the spot; to make something up. Imagination- the ability to form new images and sensations in the mind that are not perceived through

senses such as sight, hearing, or other senses Composer- a person who writes music Quarter note- a musical note having the time value of a quarter of a whole note or half a half note,

represented by a large solid dot with a plain stem Eighth notes- a note having the time value of an eighth of a whole note or half a quarter note, represented

by a large dot with a hooked stem Tempo- the speed of music (e.g., fast, or slow) Staccato- shortened and detached when played or sung Asteroid- a small rocky body orbiting the sun Galaxy- a system of millions or billions of stars, together with gas and dust, held together by gravitational

attraction Universe- all of space and everything in it including stars, planets, galaxies, etc.

Materials • Chalk and chalk board or butcher block paper and markers • Art supplies and paper

Handouts Outer Space Improvisations Checklist



Outer Space Improvisations Checklist

YES NO COMPONENT

The story includes a beginning, middle and end.

The story includes at least three vocabulary words used correctly.

The story includes a mention of outer space.

The presentation includes a musical component that matches the mood and tone set by the story.



Outer Space Improvisations KWL Chart

K W L

What I know about space What I want to know about space What I learned about space




Outer Space Improvisations - Exit Ticket

Write down 1 thing you learned

Write down 1 thing you really enjoyed

Write down 1 thing you’d like to learn more about




Outer Space Improvisations Crossword

Across 1. A system of millions or billions of stars, together withgas and dust, held together by gravitational attraction3. All of space and everything in it including stars, planets, galaxies, etc.5. Shortened and detached when played or sung 7. To create spontaneously, on the spot; to makesomething up. 8. A person who writes music

Down 2. A small rocky body orbiting the sun4. The ability to form new images and sensations in the mind that are not perceived through senses such as sight, hearing, or other senses6. The speed of music (e.g., fast, or slow)




Answer Key - Outer Space Improvisations Crossword




OUTER SPACE IMPROVISATIONS...year. (5-ESS1-2) Maryland State Curriculum Standards for Fine Arts...

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