Académique Documents
Professionnel Documents
Culture Documents
Jamie Allen
Director of Education
Dallas Symphony Orchestra
The Teacher Evaluation Survey for The Young Persons Guide to the Orchestra is available online at
http://www.surveymonkey.com/s/dsoyouthconcerts. By taking this survey, you will help us both to
program future concerts and to receive funding to continue our outreach. We appreciate your help!
Activities for the The Young Persons Guide to the Orchestra Teachers Guide were prepared by the
Dallas Symphony Orchestras Curriculum Development Team: Jamie Allen, Linda Booth, Gloria Lett,
Jane Aten, Tony Driggers, and Linda Arbolino. This volume of the teachers guide was produced and
edited by Dallas Symphony Orchestra Education Staff Members Malori Fuchs and Jamie Allen.
Materials in this teachers guide can be photocopied for classroom use. If you have any questions about
the concerts or material in this guide, please call Malori Fuchs at 214.871.4006.
Volume One, The Young Persons Guide to the Orchestra
Page 1
Table of Contents
Concert Specific Information
Repertoire & CD Track List
Whos Who
Concert Guidelines
Meet the Composers
Resources
p. 3
p. 4
p. 5
p. 6
p. 8
p. 9
p. 19
p. 20
p. 22
p. 23
p. 24
p. 25
p. 27
p. 29
p. 31
p. 32
p. 33
p. 34
p. 36
p. 38
p. 39
p. 40
p. 42
p. 44
p. 46
Conducting Patterns
p. 47
p. 48
Concert Logistics
p. 49
p. 50
p. 51
p. 52
p. 53
Thanks!
p. 54
Page 2
1. Bernstein
2. Copland
3. Donizetti
4. Mozart
Britten
Page 3
Whos Who
Rei Hotoda,
Conductor
Conductor and pianist, Rei Hotoda is one of Americas most dynamic classical musicians. She has
guest conducted orchestras throughout North America and Europe including the Winnipeg Symphony
Orchestra, Calgary Philharmonic, Thunder Bay Symphony, Hamilton Philharmonic, Greater Bridgeport Symphony Orchestra, the Staatskapelle Weimar Orchestra and the International Contemporary
Ensemble. Ms. Hotoda is the Assistant Conductor of the Dallas Symphony Orchestra and began the
position in September 2009. Music Director of the Dallas Symphony Orchestra Jaap van Zweden
said, She seems to be a very intelligent and strong musician. We look forward to having her with us.
Former president of the Dallas Symphony Orchestra Doug Adams added, Rei Hotoda made a strong
impression during the final round of auditions. She was the unanimous choice, and we are delighted
that she will be joining the DSO team.
Ms. Hotoda has held positions such as Assistant Conductor of the 2005 Cabrillo Festival of Contemporary Music in California and the 2005 Hot Springs Music Festival. Other appointments include principal conductor of Chicago's new music group Noamnesia and Ensemble N_JP. She has conducted
many famous touring groups including Five by Design, Platypus Theater Group, Dan Kamin and
Jeans n Classics. Ms. Hotoda studied conducting with Gustav Meier at the Peabody Institute in Baltimore, Maryland. She holds a doctorate in piano performance from the University of Southern California and a bachelor of music in piano performance from the Eastman School of Music.
Jamie Allen,
Narrator
Jamie Allen has over 25 years of experience as a composer, conductor, performer, and music educator. He received his bachelor's degree in music from the University of Chicago and his master's
degree in composition from the University of Texas at Austin. In 1992, he was named "Composer
of the Year" by the New Mexico Music Teachers Association and was hailed as "the most inventive
young composer in the state" in 1997 by The Santa Fe Reporter. Allen has won awards from both
ASCAP and the American Music Center for his work, as well as commissions from numerous ensembles and arts organizations, including The Tree (a major work for multiple Youth Orchestras
and professional musicians) from the Cross Timbers Youth Orchestra, the premiere of which he
conducted at the Eisemann Center in 2007.
His articles about music and cultural issues have appeared in many national and regional magazines and newspapers, including THE, Hemispheres, SOMA, High Performance, and Playbill. He
has served on the music faculty of both the College of Santa Fe and Collin College. A passionate
teacher and artist, he has been a frequent presenter, educational consultant, and conductor for
many arts organizations, including The Santa Fe Opera, The Desert Chorale, Santa Fe New Music,
The Santa Fe Chamber Music Festival, The Dallas Opera, Booker T. Washington High School for
the Performing and Visual Arts, the Texas Commission on the Arts, and the New Mexico Arts Commission. Since 2006, Jamie has been the Education Director for the Dallas Symphony Orchestra.
Bleeckie Streetie,
Backstage Tour Guide
Students and Teachers can go Backstage with Bleeckie by visiting www.DSOkids.com, and
selecting the Backstage with Bleeckie tab on the home page. There you will find a fun and
fascinating video of our new friend, as she visits the Meyerson with her class and accidentally
finds herself backstage with the musicians! Along the way, she learns all kinds of cool stuff
about different instruments in the orchestra and the people who play them. Where did
Bleeckie come from? Well, here is her story:
Bleeckie Streetie, or Bleeckie, is a 5-year-old who loves making BFFs, listening to music, and
brightening everyone's day by saying, "Hearts and stars!" She was born on Bleecker Street in
New York City, hence her name Bleeckie Streetie. A bubbly talker, Bleeckie loves telling stories, and also enjoys hearing them. She would talk and listen to an inanimate object if it had a
story to tell!
Bleeckie also loves school, and gets excited about ANYTHING that has to do with learning. Even though Bleeckie does seem very hyper, she is not on sugar-overload, despite popular belief. She just finds joy in everybody and everything in life, and rarely finds things to be
sad about. She just doesnt think its worth it! Bleeckie is also very unique. She's a fan of mismatched patterns and styles, and doesnt care if she wears sneakers with a dress. And blue
skin? Definitely not typical. But Bleeckie LOVES the fact that shes different. She loves being
an individual! She loves who she is, and wouldnt change it for anything.
Page 4
Concert Guidelines
Before the Concert
Please prepare your students using the DSO Teachers Guide and related materials on
www.DSOkids.com
Students should be briefed on concert etiquette in advance.
Please contact Malori Fuchs at 214.871.4006 at least 48 hours before the concert if your group includes any students or teachers with special needs, including wheelchairs or hearing impaired students requiring infra-red headsets.
Changes to a reservation must be made at least two days before your Youth Concert experience.
The Day of the Concert
Before leaving school, please allow time for students to visit the restroom.
Upon your arrival, you will be greeted by a DSO Staff Member who will give you a DSO bus number.
This DSO bus number is given to help ease the bus pick-up process after Youth Concerts.
Memorize your DSO bus number.
DO NOT UNLOAD YOUR BUS UNTIL YOU ARE GREETED BY A DSO STAFF MEMBER.
Learn your bus drivers name and be sure you can recognize her/him.
Plan to arrive at the Meyerson at least 30 minutes before concert time. Arriving 45 minutes beforehand is advisable if you have a very large group.
Write down your bus drivers cell phone number in case of an emergency.
Upon Arrival at the Meyerson
Check in with a volunteer in the main lobby; a volunteer will guide your group to your seating area.
Seating sections are assigned on the basis of group size.
All students should be in their seats at least five minutes before concert time.
Food, drink, and chewing gum are NOT permitted in the concert hall.
An organ demonstration starts seven minutes before the concertyou wont want to miss that. Its
always a favorite with the students!
During the Concert
Turn your cell phone to off, silent, or vibrate mode.
The use of cameras and recording devices is prohibited, including those on cell phones.
Students and teachers should remain in their seats for the entire concert.
Restrooms are located on all levels and should be used for urgent needs only. If students must visit
the restroom, please have an adult accompany them.
Students not maintaining acceptable standards of behavior will be asked to leave, and may jeopardize their schools future attendance at DSO events.
After the Concert
Please remain in your seats until your school is dismissed.
Upon dismissal, listen carefully and follow instructions for departing the building.
Make sure you know your DSO bus number.
Back at School
Refer to www.DSOkids.com for follow-up curricular activities.
Student letters/artwork expressing reactions to the concert are appreciated.
Please send letters or artwork to:
Dallas Symphony Orchestra
Attn: Youth Concerts
2301 Flora St., Schlegel Administrative Suites
Dallas, TX 75201
Fax Number: 214.953.1218
E-mail Address: m.fuchs@dalsym.com
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Video
The Dallas Symphony Orchestras television series for children. Amazing Music, features Music
Director Emeritus Andrew Litton as your guide to Emotions in Music, Pictures in Music,
Families of the Orchestra, and Jazz. (See p. 52 for order form.)
Classroom Materials
Sources for pictures of instruments, books, audio, and videotapes can be found at:
DSO Symphony Store; call 214-871-4066 for information
Friendship House; call 1-800-791-9876 for a free catalog
Music Educators National Conference (MENC); call 1-800-828-0229 for a free catalog.
Music in Motion; call 1-800-807-3520 for a free catalog.
Online
www.DSOkids.com
www.playmusic.org
www.nyphilkids.org
www.artsalive.ca
www.sfskids.org
www.nsokids.org
http://listeningadventures.
carnegiehall.org
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Page 20
TEKS
Music 117.3; 117.6; 117.9
Page 21
Resources
A display of the two vocabulary words
Duple meter conducting pattern transparency (page 47 of this Guide)
Orchestra Seating Chart transparency (page 46 of this Guide)
Overhead projector
Pre-Assessment
Ask the students if they have seen a band or orchestra in live performance or on television.
How did they know when to start and stop; how did they know when to play fast or slow?
Teaching Sequence
1. Using the Orchestra Seating Chart transparency, show the students that at the Dallas Symphony Orchestra Youth Concert they will see a person standing in front of the orchestra
directing with a baton in the right hand. She is the conductor. She communicates to the
musicians when to start and stop playing and when to play fast or slow.
2. Direct the students attention to the conducting pattern transparency. Have them use their
right hand and practice the duple meter conducting pattern. (Even left handed conductors
use their right hand to direct the orchestra.)
3. After a minimum level of proficiency is achieved, go to www.dsokids.com/listen/
ComposerDetail.aspx on the Internet and choose Aaron Coplands Hoe Down (28 seconds long).
4. Encourage the students to use their right hand and conduct the orchestral excerpt in duple
meter while the music is playing. Repeat as desired.
Culminating Activity
Encourage students to show how a conductor might indicate when to play fast and slow while
conducting in duple meter. Conclude the lesson by referring to the two vocabulary words:
conductor and meter.
Evaluation
Did student responses and behavior indicate a basic understanding of the role of the orchestra
conductor?
Extension
Within the next few class days, write a class letter to Maestro Hotoda. You may address it c/o
the DSO Education Department, 2301 Flora Street, Dallas, Texas 75201.
TEKS
Music 117.3; 117.6; 117.9
Mathematics 111.12; 111.13; 111.14
Language Arts 110.10
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Resources
Teachers Guide CD
Website: http://www.dsokids.com/listen/instrumentlist.aspx
Pre-Assessment
Ask students to name musical instruments with which they are familiar. Choose two instruments from those they name: ask whether they could tell the difference if the same tune were
played first by one instrument, then the other. How is the sound of one instrument different
from another?
Teaching Sequence
1. Ask students to hold their palms against their throats and hum. What do they feel? If the
term is not part of an answer, explain that all sound is produced by vibrationthe rapid
movement of an object. When we speak or sing, vocal chords in our throats (voice boxes)
shake, or vibrate, to make the sounds of our voices.
2. Let students name other objects which produce sounds, and discuss what vibrates to produce that sound. The shape and size of the vibrating object creates the characteristics of
the sound. For example, mens voices are usually lower than womens because mens vocal cords are usually thicker.
3. Display the string instrument pictures on http://www.dsokids.com/listen/instrumentlist.aspx .
Ask the class what part of a violin, viola, cello, or double bass vibrates to produce the
sound. (If possible, show an actual instrument and let students observe as you or another
student pluck the strings.) The sound of string instruments is produced by plucking or bowing the strings to make them vibrate. Rosin is put on the bow hair to make it stickywhen
the musician pulls the hair across a string, it catches and makes the string vibrate. A string
instrument sounds different from a piano, a woodwind instrument, or a brass instrument,
even when it plays the same notes.
4. Play the examples of each string instrument. Point out that, as the instruments get larger
and the strings are longer, the sound is lower.
Culminating Activity
1. Ask students to describe how a violin, viola, cello, or double bass produces a sound.
2. Play the examples of a string instruments, then a woodwind or brass instrument in the
same pitch range playing Twinkle, Twinkle, Little Star, found on http://www.dsokids.com/
listen/instrumentlist.aspx . After they hear each pair of instruments, ask students to tell
which sound is a string instrument:
ViolinFlute, Piano, or French horn
ViolaEnglish horn
CelloClarinet
Double bassContrabassoon or Tuba
(Dont play the string sound first in every example.)
Volume One, The Young Persons Guide to the Orchestra
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Page 34
TEKS
Music 117.3; 117.6; 117.9
Volume One, The Young Persons Guide to the Orchestra
Page 35
Resources
Unsharpened pencils, one for each student in the class
Display of the four vocabulary words
Overhead projector
Classroom computers or CD player
Transparency of a quadruple meter (4/4) conducting pattern (page 47 of this Guide)
Transparency of the Orchestra Seating Chart (page 46 of this Guide)
Pre-Assessment
Encourage a conversation regarding students familiarity with bands or orchestras: live performances or on television. If the school has a band and/or orchestra, ask the students to
share with the class the instruments they play in one or both organizations.
Who led the band or orchestra?
Who determined the tempo?
How did the musicians know when to begin and stop playing?
How did they know when to play fast or slow, loud or soft?
Teaching Sequence
1. Tell the students that at the Dallas Symphony Orchestra Youth Concert, they will see a person standing in front of the orchestra directing the musicians, using a baton in the right
hand. (Show the Orchestra Seating Chart transparency.) That person is the conductor.
She communicates to the musicians when to begin and stop playing, when to play louder
or softer, the tempo of the music, etc.
2. Divide the class into pairs of students. With computers cued to www.ehow.com/
video_2373346_conducting-orchestra-44-time.html encourage the students to watch the
video, and then use their right hand and conduct a quadruple meter pattern (4/4 time).
Note that even left handed conductors use their right hand to direct the orchestra. Encourage constructive criticism within the pairs.
3. Distribute unsharpened pencils and have the student use the batons and practice conducting the same pattern.
4. Have the students conduct an excerpt from Eine Kleine Nachtmusik by Wolfgang Amadeus
Mozart (track 4 on the accompanying CD), which is an example of music in quadruple meter.
Culminating Activity
After several opportunities, encourage students to show how a conductor might indicate the
following while using a baton and conducting in quadruple meter: fast, slow; loud, soft. Conclude the lesson by defining the four vocabulary words listed above.
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Page 43
Teaching Sequence
1. Ask students to hold their palms against their throats and hum. What do they feel? If the
term is not part of an answer, explain that all sound is produced by vibrationthe rapid
shaking of an object. When we speak or sing, vocal chords in our throats (voice boxes)
shake, or vibrate, to make the sounds of our voices.
2. Let students name other objects which produce sounds, and discuss what vibrates to produce those sounds. The shape and size of the vibrating object creates the characteristics
of the sound. For example, mens voices are usually lower than womens because mens
vocal cords are usually thicker.
3. Display the string instrument pictures: go to http://www.dsokids.com/listen/
instrumentlist.aspx . Ask the class what part of a violin, viola, cello, or double bass vibrates
to produce the sound. (If possible, show an actual instrument and let students observe as
you or another student pluck the strings.) The sound of string instruments is produced by
plucking or bowing the strings to make them vibrate. Rosin is put on the bow hair to make it
stickywhen the musician pulls the hair across a string, it catches and makes the string
vibrate. A string instrument sounds different from a piano, a woodwind instrument, or a
brass instrument, even when it plays the same notes.
4. Play the examples of each string instrument. Point out that, as the instruments get larger
and the strings are longer, the sound is lower.
Page 44
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Page 46
Conducting Patterns
2/4
4/4
Page 47
Age:
School:
Grade:
Concert Attended:
Date:
Describe your concert experience. (What happened first, second, next, etc.)
Name one of the musical pieces you heard at the concert and describe it.
Choose two musical instruments you heard at the concert and compare their appearance and
their sound.
What did you enjoy the most and what did you enjoy the least at this concert?
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Page 50
2,056 seats
30,000 sq. ft. of Italian travertine marble
22,000 limestone blocks from Indiana
35,130 cubic yards of concrete
918 panels of African cherrywood around the concert hall
216 panels of American cherrywood around the stage
62 acoustical curtains
4 canopies with a combined weight of 42 tons
72 concrete acoustical doors, each weighing up to 2.5 tons
50 bathrooms
An 85 foot high ceiling in the concert hall
A 40 foot hollow area under the stage to increase resonance
An organ with 4 keyboards, 61 keys, 32 pedals, 84 ranks, 65 stops and 4,535
pipes
Page 51
State
Zip
(evening)
Telephone (daytime)
Number of Videos
Emotions in Music
Pictures in Music
Families of the Orchestra
Jazz
+ $6.50=
+ $8.50=
Total:
Discover
American Express
Signature:
Mail form to Dallas Symphony Orchestra Store, 2301 Flora St., Suite 300, Dallas, TX 75201
Fax to: 214.953.1218 Attn: Symphony Store
Page 52
2. ______________________
Comments:
Be sure to make a copy of this completed form for your records. This performance is NOT BOOKED
until you receive and return the Symphony YES! School Agreement Form with FULL PAYMENT. You
will be e-mailed a copy of this request. Questions? Contact Malori Fuchs at 214.871.4006
Volume One, The Young Persons Guide to the Orchestra
Page 53
Thanks!
The Dallas Symphony Orchestra is honored to acknowledge
Page 54