2014-2015 Tiny Tots Supplementary Materials

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2014-2015 Supplemental Materials

pittsburgsymphony.org/education

To enhance your visit to Heinz Hall, consider also visiting these exciting Pittsburgh cultural attractions!

Andy Warhol Museum 412.237.8300 www.warhol.org

Mattress Factory 412-231-3169 www.mattress.org

August Wilson Center for African American Culture 412-258-2700 www.augustwilsoncenter.org

National Aviary 412-323-7235 www.aviary.org

Carnegie Museum of Art and Natural History 412-622-3131 www.cmoa.org www.carnegiemnh.org Carnegie Science Center 412.237.3400 www.carenegiesciencecenter.org Children’s Museum of Pittsburgh 412.322.5058 www.pittsburghkids.org Fort Pitt Museum 412.281.9284 www.fortpittmuseum.com Frick Art & Historical Center 412-371-0600 www.frickart.org

Phipps Conservatory and Botanical Gardens 412-622-6914 www.phipps.conservatory.org Pittsburgh Zoo & PPG Aquarium 412-655-3640 www.pittsburghzoo.org Senator John Heinz Pittsburgh Regional History Center 412.454.6000 www.pghhistory.org Silver Eye Center for Photography 412-431-1810 www.silvereye.org Society for Contemporary Craft 412-261-7003 www.contemporarycraft.org

Gateway Clipper Fleet 412-355-7980 www.gatewayclipper.com

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PNC TINY TOTS CONCERTS CHECKLIST Important items to remember •

PNC Tiny Tots concerts are free of charge.

•

PNC Tiny Tots concerts are not ticketed; you will be shown to your seating location upon entry into Heinz Hall.

•

PNC Tiny Tots concerts are approximately 35-45 minutes in length.

•

Tours of Heinz Hall are not available on concert days. If you wish to schedule a tour on a non-performance day, please call 412-392-4850.

BEFORE THE CONCERT Return copy of the Confirmation Form to the PSO. Prepare name tags for your students and chaperones; include school name and bus number.

Make copies of the Bus Sign as needed.

Review the map of exit doors on the previous page.

Use these Supplementary Materials to prepare your students for the concert.

THE DAY OF THE CONCERT Arrive at Heinz Hall approximately 30 minutes prior to the concert.

If the members of your group are arriving separately, please meet at a central location outside of Heinz Hall and enter together as a group to better facilitate the seating process.

Place Bus Signs in the front right window of all buses.

Remind all chaperones and students of their school name and bus number.

Be sure that all of your students and chaperones are wearing their nametags.

Leave all food, drink, backpacks, music devices, cameras, electronic games, etc. on the bus. These items are not permitted inside Heinz Hall.

Remind your bus drivers that City of Pittsburgh Police officers will guide them to their parking space in the city. Obtain a cell phone number for your bus driver.

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Table of Contents

Acknowledgements……………………………………………………… 4 Notes on Your Trip to Heinz Hall………………………………………… 5 Transportation and Parking Information……………………………… 6 Heinz Hall for the Performing Arts……………………………………… 7 Fawzi Haimor biography…………….……………………………………8 Hints for Using Activities with Children with Special Needs………..9 The Arts and 21st Century Skills…………………………………………..10 Pre-concert Preparation Lesson Plan…………………………………. 11 Introducing the Instruments of the Orchestra Lesson Plan……….. 12 November 12th Concert: “A Gift for Mama” Activities…………….16 May 6th Concert: “The Tortoise and the Hare” Activities..................25 Directions to Exit Heinz Hall……………………………………………… 32

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Grateful thanks to the City of Pittsburgh Police for their help in keeping our young audiences safe as they visit Heinz Hall.

Applause for the teachers, administrators, and parents of all the schools in the Pittsburgh Symphony Orchestra family for supporting music education programs in their districts. The PSO believes that no child’s education is complete without the study of music. Please help keep music in our schools!

We wish to extend a special thank you to the following organizations, whose generous support allows the PSO to offer educational programs such as the PNC Tiny Tots concerts: Foundations

Corporations

Allen H. Berkman and Selma W. Berkman Charitable Trust Henry C. Frick Educational Fund of The Buhl Foundation Anne L. and George H. Clapp Charitable and Educational Trust Peter C. Dozzi Family Foundation The Fine Foundation The Grable Foundation Hansen Foundation William Randolph Hearst Endowed Fund for Education Milton G. Hulme Charitable Foundation Martha Mack Lewis Foundation Massey Charitable Trust Howard & Nell E. Miller Foundation A.J. and Sigismunda Palumbo Charitable Trust Lewis A. and Donna M. Patterson Charitable Foundation W. I. Patterson Charitable Foundation Ryan Memorial Foundation Salvitti Family Foundation Thomas Marshall Foundation Tippins Foundation The Edith L. Trees Charitable Trust

Dollar Bank Eat’n Park Restaurants EQT Corporation ESB Bank Farmers & Merchants Bank of Western PA FedEx Ground First Commonwealth Bank First National Bank of Pennsylvania Giant Eagle Hefren-Tillotson, Inc. H.J. Heinz Company Foundation Levin Furniture Macy’s Michael Baker Corporation MSA Safety Incorporated/MSA Company Charitable Foundation Trib Total Media Trumbull Corporation and P.J. Dick Incorporated PNC PPG Industries, Inc./PPG Industries Foundation The Techs Triangle Tech Group United States Steel Corporation

Governmental Agencies Allegheny Regional Asset District Pennsylvania Council on the Arts Pennsylvania Department of Community & Economic Development

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Notes on Your Trip to Heinz Hall Please take a few moments to review these guidelines v All school buses must have a sign in the side window (next to the door) stating the school name and bus number. Be sure that all of your teachers and chaperones remember their bus number. If you have more than one bus, you may wish to assign a number to each bus on the sign (e.g., Main Street Elementary #1 of 3, Main Street Elementary #2 of 3, etc.). v Please have your students use the restrooms before they leave school. If students must use the restrooms at Heinz Hall, they should do so before or after the performance. v All students should wear a nametag with their school name and bus number clearly marked. v No food is to be brought into Heinz Hall. Any bag lunches or snacks that you bring must be left on the bus. No exceptions will be made. v Students are not to bring backpacks, book bags, personal music devices (such as mp3 or CD players), or electronic games into Heinz Hall. v No cameras or camcorders should be brought into Heinz Hall. Photography, video, and audio recordings are strictly prohibited. v Students should disembark the bus and proceed to Heinz Hall in an orderly line, each student with a partner. As educators, you know the importance of keeping your group together! v Groups are not permitted to approach the stage, nor are they permitted to take spontaneous tours of Heinz Hall. Tours may be available on a non-performance day by contacting Heinz Hall Management at 412-392-4850 in advance. v All seat locations are “first-come, first-served,” determined by the date upon which your reservation form was received by the PSO. You will not receive tickets or a seating location prior to the concert. Simply check in with a staff member at the entrance to Heinz Hall and follow your guide to your seating location. v Please remember that there will be over 2,500 children in Heinz Hall for each concert.

Attending to your students is the responsibility of you and your chaperones; please do not expect a PSO staff member or Heinz Hall Usher to monitor your students’ behavior. All teachers and chaperones are required to stay with their groups throughout the entire performance.

Groups exhibiting inappropriate behavior will be asked to leave and will not be invited back to these free performances.

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Transportation and Parking Information v If you are a group traveling by school bus, please inform your driver that City of Pittsburgh Police Officers will be directing buses to parking spaces in downtown Pittsburgh. v Information about Port Authority transportation to Heinz Hall can be found on their website at www.portauthority.org. The site has a “Trip Planner” feature on the main page that will tell you which buses or T-stops will take you to Heinz Hall. v Automobile parking may be available near Heinz Hall in the following garages:

(PLEASE NOTE: PARKING MAY BE LIMITED DURING THE DAY. PLEASE ALLOW SUFFICIENT TIME TO TRAVEL INTO THE CITY AND FIND A PARKING SPACE.)

• • • • • • • • •

Sixth and Penn Garage (enter on Penn Avenue near Subway) Benedum Lot (enter on Penn Avenue) Eighth and Penn Avenue Lot (enter on Penn Avenue) Theater Square Garage (enter on Seventh Street across from Tambellini’s) Ninth and Penn Garage (enter on Penn Avenue or Ninth Street) Ninth and Penn Lot (enter on Penn Avenue) Ft. Duquesne and Sixth Garage (enter on Sixth Street near Ft. Duquesne) Smithfield Liberty Garage (enter on Liberty Avenue by Seventh Street) Stanwix and Ft. Duquesne Garage (enter on either Stanwix or Ft. Duquesne) More information can be found online at www.alcoparking.com or http://www.city.pittsburgh.pa.us/pghparkingauthority/

v Highway repair and closure information is available on PennDOT’s website at http://www.dot7.state.pa.us/constructionadvisory/ v Detour information for downtown Pittsburgh is available on the Port Authority website at http://www.portauthority.org/PAAC/Schedules/Detours/tabid/170/Default.aspx

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Heinz Hall for the Performing Arts Heinz Hall for the Performing Arts was built in 1927, and it opened on September 6 of that year as the Loew’s Penn Theatre. The Penn Theatre was a movie theater, as well as a venue for numerous vaudeville and stage shows. It closed in 1964, and it remained vacant until 1970, when renovations began to turn the Penn Theatre into Heinz Hall for the Performing Arts.

Heinz Hall has several notable features.

Among them is the famous 40-foot window in the Grand Lobby that looks out onto Sixth Street. Also in the Grand Lobby are two chandeliers suspended from the ceiling, both of which are 15 feet by 8.5 feet. These chandeliers need to be lowered by pulleys when they are cleaned or when light bulbs are replaced.

The auditorium of Heinz Hall seats 2,665 people. The theater is divided into three main seating divisions: the Orchestra level (or main floor), the Grand Tier, and the Balcony—which is subdivided into the Dress Circle, Family Circle, and Gallery. The stage of Heinz Hall has a unique feature: a moving floor. The front portion of the stage, called the apron, is on a hydraulic lift that can be lowered to create an Orchestra Pit, where musicians sit for an opera or Broadway show. The carpeting of Heinz Hall has a specially-made design of a triangle pattern, which represents the three rivers of Pittsburgh. When the original carpet was placed in Heinz Hall in 1971, an equal amount of the carpet was placed into storage.

In 1995, when the carpeting in Heinz Hall needed to be replaced, the “spare” carpeting was brought out of storage and used to replace the worn carpeting.

Heinz Hall is one of the premier performance facilities in the world. Its value is estimated at more than $30 million.

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Resident Conductor Fawzi Haimor Fawzi Haimor was named assistant conductor of the Pittsburgh Symphony Orchestra at the start of the 2012-2013 season. Prior to his Pittsburgh appointment, he was the assistant conductor of the Alabama Symphony for two seasons. In Alabama, he conducted a variety of concerts including subscription, pops, education and outreach. Additionally, Haimor worked with numerous orchestras including the Amman Symphony, Jacksonville Symphony, Kansas City Symphony and Orquestra Sinfonico do Porto and has collaborated with famous artists such as Bela Fleck, Bobby Horton, Diane Schuur and Luciana Souza. He also served as a cover conductor to esteemed conductors including Justin Brown, Marvin Hamlisch, Grant Llewellyn, Michael Morgan, Robert Spano, Stefan Sanderling and Michael Stern.

Accessibility The Pittsburgh Symphony Orchestra is committed to providing an environment that is inclusive and welcoming to everyone. To learn more about the services we provide or request accommodations, including assistive listening devices, sign language interpretation, and accessible seating, please contact the Education & Community Engagement Department at 412.392.4841.

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Hints for Using Activities with Children with Special Needs

by Roger C. Thomas, Jr., Music and Special Needs, Western PA School for Blind Children Additional materials adapted from Rosenber, M., Westling, D., & McLeskey, J. (2008) Special Education for Today’s Teachers: An Introduction. Upper Saddle River, NJ: Merrill Prentice Hall.

v Most activities can be adapted for use with children who have special needs. Before presenting an activity, plan how a child’s skills match what is required, and then adapt to help make the activity accessible. v Repetition is essential. Give assistance as needed. v For children in wheelchairs, adapt loco-motor activities to be generated with hands. For example, instead of stomping, hit hands on a tray or lap. Instead of tiptoeing, use fingertip touching. v Allow extra time for projects, activities, worksheets, and breaks. v Break projects into steps to allow students to see a clear, sequential process. Include instructional prompts in worksheets and for projects. v Use all available resources within the classroom to support learners. Assign peer tutors and use assistive technology if necessary.

Additional Resources on the Web v Center for Applied Special Technology: cast.org v Center for Music Learning—The University of Texas at Austin: https://cml.music.utexas.edu/online-resources/disabilities-information/introduction/ v Center for Parent Information and Resources: www.parentcenterhub.org v The Kennedy Center/VSA: www.kennedycenter.org/education/vsa/programs/special_education.cfm v National Association of Special Education Teachers: www.naset.org v Special Education Guide: www.specialeducationguide.com

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The Arts and 21st Century Skills Business leaders and visionary thinkers are concerned with the preparation of students for the future. 21st Century Skills are the skills that are seen as mandatory to be successful in the workforce. These skills include: • • • • • • • •

critical thinking problem solving communication collaboration creativity innovation global awareness flexibility

21st century skills are native to the fine arts. The fine arts are proven to cultivate: • • • • • • • • • •

curiosity imagination critical thinking collaborative learning innovation creativity evaluation skills persistence resilience conditional reasoning

Students who possess these skills are able to tolerate and explore: • • • •

ambiguity new realms of possibility expression of their own thoughts and feelings understand the perspectives of others

With a highly-trained and qualified teacher, and with the support of the administration in which he or she works, the fine arts help students become globally aware, collaborative, emotionally strong, and responsible, ethical citizens, possessing the qualities that will help them be successful in the 21st century.

For more information, visit the Partnership for 21st Century Skills at: http://www.p21.org/.

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Pre-Concert Preparation Lesson Plan Objective: Students will be able to discuss, understand, and demonstrate appropriate concert etiquette.

Set-up: Students sit on the floor Props for skits (e.g., sporting events, concert, movie theater) Standards: 9.1.3.G, 9.1.3.I Procedure: I. Understanding audience behavior a. Ask students to describe places where they were members of an audience (e.g., movie theater, dance recital, sporting event, concert, school presentation, etc.). List places on the board. b. Choose three events, one of which should be an orchestra concert, to discuss different behaviors of audience members at various events. List characteristics of audience behavior. c. Act out the events, in which the last scenario should be an orchestra concert. i. Choose students to role-play the events. Allow the rest of the class to demonstrate proper attributes of an audience member in each situation. ii. Ask the performers to evaluate the audience’s behavior for the first two skits. d. After role-playing the orchestra concert, review and evaluate the audience’s behavior (e.g., sitting with their hands to themselves, being quiet, paying attention, etc.).

II. Understanding what to expect at Heinz Hall a. Tell the students that they will be attending a concert at Heinz Hall where the Pittsburgh Symphony Orchestra will perform. b. Explain what to expect before the concert starts i. Musicians “warm-up” just like athletes or dancers. The musicians will enter the stage to practice prior to the start of the concert. ii. The concertmaster (first chair violinist) enters the stage; the audience applauds.

Then the concertmaster gives a signal to the principal oboe player and the orchestra begins to tune. It is important for the audience to remain silent while the orchestra is tuning. iii. The conductor will enter the stage; the audience applauds before he conducts the first piece. When the piece is finished, the audience applauds when the conductor lowers his hands and turns to the audience to take a bow.

III. Practice activity a. Choose a group of students to be a small orchestra, a concertmaster, and a conductor.

Have the rest of the class act as the audience. b. Role-play “what to expect before the concert starts” i. Musicians warm-up ii. Concertmaster tunes iii. Conductor conducts c. Discuss the procedure for leaving after the concert: i. Do not get up from your seats after the concert ends. ii. Wait for Symphony personnel to dismiss your school from the stage. iii. Exit Heinz Hall in an orderly manner, keeping your entire group together. If some of your students must use the restroom, send them with a chaperone; hold the remainder of the group in their seats until the group has re-formed in total. Please do not hold your entire group in the lobby while students use the restrooms. Over 2,500 students will be exiting Heinz Hall and large groups waiting in open areas will disrupt the dismissal process. iv. Cross the street only at the corner and only with the assistance of police officers.

Symphony personnel will direct you to corners where police officers are present.

IV. Culminating Activity a. After the concert, review the elements of appropriate concert behavior and have the students evaluate their own behavior at the PNC Tiny Tots concert.

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Introducing the Instruments of the Orchestra Sample Lesson Plan Developed by Jill Campion, Mt. Lebanon School District

Materials needed: • Spotify/iTunes/Recordings of pieces listed in the following pages • Instrument family posters to display/pictures found online or book of the instruments for each family/a power point of the instrument families

I.

Introduction: “You are going to experience the wonderful gift of live music given to you by the world class Pittsburgh Symphony Orchestra musicians. This will happen when you take an exciting trip to beautiful Heinz Hall.”

“Please fold your hands in your lap and listen to this.” (be careful not to talk while music is playing) Recording of Tchaikovsky Sympohy No. 4, Movement 3 (Teacher points to families on instrument posters/board while students listen)

II.

Individual family focus: “Can you answer this question/solve this riddle? Which family of the orchestra sits on the front edge of the stage and has the most players?”

A.

STRINGS • Point to images • Teacher demonstrates and students “follow the leader” for bowing (with right hand – “pledge hand”) • Arco (long bow – right hand); Pizzicato (plucking) • “Name the highest string instrument: violin, then the viola (up in front of chest, bowing with the right hand, fingering the notes with the left), cello (sit tall to play –bowing with the right hand, finger with the left hand), and bass” (musicians sit on a stool to play – just inform). The harp can be used in the orchestra on special occasions. It is in the string family, as it is played upright with the fingers. It has 47 strings and 7 foot pedals, which is how it changes key signatures.”

• “In care of your neighbor, students play down- and up- bow along with the music.”

Recording of Niccolo Paganini: Caprice No. 24

“Which family sits directly behind the strings?” (If necessary, give choices.) “Is it the woodwinds, brass, or percussion?”

B. WOODWINDS • Point to Woodwind family image 12

• • • •

“Breathing is an important component, so you need to sit tall to show me the breathing for the highest instrument, the flute.” (position hands out to the right side) Demonstrate oboe and clarinet to the front. “These both use a reed to produce sound. The reed vibrates because the musician uses their air to play the instrument.”

Demonstrate and name the bassoon. (position hands to the lower right hand side of the body) “Choose an instrument to play along with the woodwinds.”

Recording of Jacques Ibert: Concerto for Flute and Orchestra, Third Movement

“Name the families in stage order so far—strings, woodwinds, and now _____________.”

• Point to Brass family image C.

BRASS • “B is for Brass, and B is for Buzz.” Teacher buzzes lips and students follow to learn sound vibration production.

• “Close your lips and show me the position for the highest of the brass, the trumpet.” (3 fingers in right hand for valves, left hand holds trumpet) • “Show me the French horn (to the middle right side of body); bass clef trombone (seven positions with right hand slide); and the largest brass, the tuba.”

• “Sit tall, careful of your neighbor, and play along with one chosen instrument; listen carefully. Do not buzz your lips at this time so everyone can listen.” Benjamin Britten: The Young Person’s Guide to the Orchestra

“Who sits behind/beside the brass family?”

D.

PERCUSSION • Point to Percussion family image • “There is a battery of pitched and non-pitched percussion instruments. They could sound like:” (demonstrate and have students do) Snap, clap, pat legs, stomp, and stop.

• “Play along on your legs with the timpani and cymbals (teacher demonstrates) and the ‘rolling’ of the snare drum as you listen to the percussion family.”

Recording of Jennifer Higdon: City Scrape, Peachtree Street

“Sometimes on special occasions you will get to hear this instrument. Fold your hands in your lap or play your fingers on your leg.”

Recording of John Philip Sousa: The Stars and Stripes Forever

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E.

PIANO • Point to piano image (The piano is in the percussion family because the hammers inside strike the strings when the keys are depressed.)

“Name all families in stage order together.

(Strings, woodwinds, brass and percussion)” “Who leads them all?”

F. •

CONDUCTOR “All students stand and learn pattern of 2 with your right hand. Follow the leader, head up, stand tall, look confident.” (Practice both mirror conducting with two hands, as well as just the right hand as the left hand is then used for cuing the families/instruments.)

(Use a march, such as Sousa’s Washington Post)

“Please sit down and fold hands in your lap.”

III.

Logistics—3 steps for students: “With the possibility of 2,600 students attending this concert, to ensure your safety you will need to: 1. Outside: • Be ready to walk to Heinz Hall from wherever the police direct your school bus to park.

• Stay in line with your school.

• Keep your voice at a low volume.

2. Inside: • Your usher will lead you to your red seat where you will sit down, facing the stage.

• You may use your inside voice at this time.

• You will see and hear the musicians on the stage warming up/tuning, similar to an athlete stretching prior to a race.

• You will know the concert is beginning when you see the conductor come out onto the stage from the side stage door.

3. Concert: • There is now no talking. All students are listening to the concert, so there is no talking while the conductor is speaking or the music is playing.

• You may participate when asked to by the conductor.

• You may show your appreciation through applause when the conductor’s arms go down to his side. That is how you know that the piece is finished and it is time to clap.

• Have a wonderful listening experience!”

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IV.

(If time permits): Specific concert content tasks Add listening to additional CD tracks, and choose from the activities below to address specific concert content.

(If no additional time available): Proceed to VI. • • • • • •

V.

Movement activities – walking/marching in place, pantomime, body percussion.

Concept recognition – beat/rhythm, fast/slow, and high/low.

Drawing to represent the music while listening.

Singing melodies of excerpts while CD is playing.

Aesthetics – students describing how the music makes them feel through comparing/contrasting other experiences.

Ask students for a favorite instrument family that they heard today. Review the families instruments and play the excerpt again so all students can enjoy it.

“You will have a wonderful experience at the symphony concert!”

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PNC Tiny Tots Concerts

“A Gift for Mama” Fawzi Haimor, conductor November 12, 2014 9:30 &11:30 am

Strauss, Jr.

Tic-Tac Polka from Die Fledermaus, Opus 362

Tchaikovsky

"Waltz of the Flowers" from The Nutcracker

Debussy

Clair de lune

Mozart

Overture to Le nozze di Figaro , K. 492

Rossini

"Largo al factotum" from Il Barbiere di Siviglia

Strauss, Jr.

Emperor, Waltzes

Strauss

Blue Danube Waltz, Opus 314

Erik Satie

Gymnopédie No. 1

Strauss

Thunder and Lightning Polka

Mozart

Symphony No. 41 in C major, K. 551, "Jupiter" V. Molto Allegro

Program subject to change

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“A Gift for Mama” “A Gift for Mama”: A musical adventure in meter, tempo and setting Theme: Music can add to the interpretation of an adventure.

Focus: An exploration of duple and triple meter, fast and slow, and how they are used in different types of music to help tell a story.

Objectives: Upon completion of this unit students should be able to: 1. Demonstrate duple and triple meter through movement to music.

2. Demonstrate fast and slow musical tempi through movement to music.

3. Identify relaxing, exciting, and happy musical styles Initiating Activities: • Have students think of times that they might give or receive gifts. Make a list of these events.

• Have students think of the people that receive the gifts and list them.

• Ask students if they have ever given someone a gift and how it made them feel. List the emotions.

• Introduce the book “A Gift for Mama”. Explain to the students that after we read the book we will be going on a musical adventure, listening, acting and learning about how music can bring a book to life.

• Read the first page of the book “A Gift for Mama” to the students.

• Have students list the sounds that they would hear in the street. (Noisy shoppers, bells ringing, horses clippity clop and other street sounds they might hear).

Listening Activity • Ask students to listen close their eyes and listen to the sounds in Tic-Tac Polka and try to image Oskar on the street preparing to shop for his present.

• Point out the bells, snare drum clip clop, the busy street.

• Have students clap, march or move to the music. At the end of the song instead of “tic tac” students could say “clip clop”.

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Language Arts 1. Define terms in the story that may be unfamiliar to students using pictures.

Carriage Cobblestone Music box Opera Baton Satchel Commotion Coach Coachman Empress Candied violets Dusk 2. Read the book “A Gift For Mama” and ask the students to think about these questions as they listen: • Who is the main character? (Oskar) • What is he like? (kind, considerate, helpful, etc) • Who are some of the other characters? (The flower seller, artist, conductor, book seller, coachman, empress, pretty girl, mama) • Where does the story take place? (in a town, Vienna, near the Danube in Austria) • What kind of story is it? (may give options, mystery, fantasy, make believe, true story, funny) 3. As you read the book “A Gift For Mama” guide students through creating a graph of the people Oskar meets and the items exchanged. Guide them so that they can come to the conclusion that the artist was painting the pretty girls portrait with the yellow rose that Oskar purchased with his coin.

4. Have students think about giving a special person a gift. Have them make up a short story about giving a gift using the story starter worksheet.

5. Have students listen to Tic-Tac Polka and clap along counting one, two to the beat.

Explain that many words have two parts just like the meter in the song. Use these words from the story to create a summary rap as students clap along. They can also chant to the music then clap.

Clip-clop; Ringing; Oskar; Shopping; Birthday; Present; Flower; Artist; Music; Writer; Seller; Satchel; Coachman; Empress; Candy; Pretty; Mama; 6. Place the character names in a box and have students draw from the box. Be sure to include enough characters to include everyone in the class. In order to do so you could 18

have several sellers, shoppers, musicians, opera singers, and coachmen. Have students act out the story as you read.

7. Using the characters from the book, play the game “Who or What Am I?” Students can act or give clues and the class can guess the answers.

Social Studies 1.

The story “A gift for Mama” takes place in Vienna, Austria. Ask the students on what continent they think Austria is located. After finding Austria, show the students on a map or globe where Vienna is located. Have the students examine the Austrian Flag, see if they notice any similarities or differences to the American flag. Compare the climate and clothing of Vienna to other counties, and have the student’s notice Oskar is wearing and ask what season the students think it is in Vienna.

2.

German is the official language of Vienna. Have the students say “Guten Tag” (‘Good Day’) which is a typical Austrian greeting. When greeting someone in Vienna you shake hands, make eye contact and say “Guten Tag” have the students practice this by greeting one another around the classroom.

3.

Discuss what Yodeling is and have the students listen or watch someone yodel.

What are the differences in yodeling and singing

4.

Each Character Oskar meets on his adventure in the story is based on a real life historical person. Go through the book and see what characters Oskar meets on his quest to find a gift for his mother and relate them to the people the characters are based on. o Artist Gustav Klimt • Lived from 1862-1918.

• Look up the painting “The Sunflower” by Gustav Klimt and have the students observe it. o Musician and composer Johann Strauss II • Lived (1825-1899) • Is known as the ‘Waltz King’ 19

• Have the students listen to the “Emperor, Waltz” by Strauss II. o Author Felix Salten • Lived (1869-1945) • His most famous work is Bambi, a life in the woods. o Empress Sisi • Lived (1837-1898) • Have the students describe what they think Empress Sisi was like (kind, funny, sweet, giving, well-liked) 5.

Play a Vienna Game “Down Down Down”. Have the students toss a ball back and forth. When one child drops the ball the others call out, “Down on one knee.” The student must then drop to one knee and continue tossing and catching the ball.

After the student drops the ball again the others call out, “Down on two knees.”

After a third drop he must go down on one elbow, then finally two elbows before being put out of the game. Play continues until only one player remains.

6.

Talk about a well known composer from Austria, Mozart. Have the students share what they already know about the composer and talk about his life. Discuss how Mozart’s life growing up would be different than our lives growing up. Listen to a few of his pieces and have the students explain what they think the piece is about or how the piece made them feel.

Art 1. Create a rose by getting a piece of paper (use larger and stronger paper, for younger students). Draw a circle on the paper, doesn’t have to be perfect, then draw a spiral inside the circle (starting from the outside towards the center). Get a pair of scissors and cut along the spiral line. Starting from the outer side of the spiral roll towards the center, encourage your students to roll as tightly as possible. When there is nothing more to roll, put a good amount of glue on the end of the spiral, which is the center of circle. Press the end of the spiral into the glue, once dry let the paper flower free and let it unfold.

Have the students take home the flower and give it to a parent or friend as a gift.

The next day have the students discuss who they gave the flower to and how it made them feel.

2. Make a memory game with characters from the story and the items that they had.

Prepare two of each card with a picture or word. Shuffle the cards; place all the cards face down on a table in even rows. To begin play, the first player turns over one card, then she/he turns over a second card. If it doesn’t match the first card, the player turns the two cards back over and the next player begins. If a player matches the two cards, those cards are given to the player, and he or she takes another turn. The winner is the player with the most matches at the end of the game.

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3. Have the students paint a picture for another person, can be a parent, family member, or even friend. Encourage the students to give the picture to that person.

Later ask the students how they felt making and giving the picture to someone else and how they think that made the person feel.

4. For younger kids make a flower out of tissue paper. Have the students stack 2 or 3 square pieces of tissue paper on top of each other (tissue paper can be the same size or different sizes). Show the students how to fold the paper back and forth, accordion style, like a paper fan. Wrap a green pipe cleaner around the center of the tissue paper to create a stem. Have the students pull open the tissue paper to make the flower bloom. Have the students give the flower to a friend or family member as a gift.

5. Have the students create their own book, starting by letting the students write their own story out. Give the students several sheets of paper (more pieces of paper mean a longer book and less means a shorter book) and have the students fold the sheets in half. Staple the pieces of paper together along the fold giving the students a blank book. Have the students illustrate their stories as they fill in the book.

Music 1. The conductor in the story wrote his own song give the students to create their own song.

Make five or six simple, two-beat rhythms on flashcards using words or music notation.

Go over the rhythms with the students, then break the students up into small groups and give them their own set of flash cards. Encourage the students to use four of the flashcards to make their own rhythm and have the group practice the rhythm to perform for the class.

2. Play a march for the class and have the students move along. Ask the students to describe the music and think of times when they might hear this style of music. Have the students recognize if the music stays steady or if the tempo changes through the march.

What is the form of a march?

3. Give the students a sheet of blank paper. Fold the paper twice so there are four quadrants, and number each of the quadrants. Play four songs of contrasting style and emotions, and have the students draw a scene or emotion they are feel is going on when listening to each piece.

4. Play a waltz for the class and have the students move to the music like Oskar would have when singing his song for his mother through town.

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5. Play a waltz for the class and have the students feel where the big beat is, once they feel where the beat is have them hold their pencils like a baton and have the students close their eyes and pretend they are conducting the orchestra.

6. Have the students listen to “In the Hall of the Mountain King” from the Peer Gynt Suite.

Have the students listen and create their own adventure story as they go along either as a class or individually. Have the students also identify if the music changing tempo.

Math 1. Go through the story “A Gift for Mama” and see how many animals you can count in the background of each picture through the story.

How many have four legs? How many are birds?

2. Make math stories related to the story of “A Gift for Mama”. The boy bought six flowers. The boy gives two flowers to an artist. How many flowers does the boy still have? Reverse the process. If the boy goes and buys four more flowers, how many flowers does the boy have in all?

3. Have the children make puppets of their favorite character from “A Gift for Mama”.

Make a chart or graph showing how many children chose each one. Make a chart or graph showing how many children chose each character as their favorite.

Science and Health 1. The Empress gave Oskar candied violets to give to his mother. What are candied violets? Where would they be on the food pyramid? Should you eat sweets all the time or only on special occasions? What occasions would you eat sweets (birthday, a holiday)?

2. Oskar wanted to get the perfect gift for his mother because he cares for her. Who do you care for? Who takes care of you? Why are families so important to us? Tell about a time you knew someone cared about you.

3. Talk with the students about the different family’s of instruments. How do the instruments in each family produce sound. Have the students duplicate the sounds made from these instruments using rubber bands, boxes, etc.

4. In Vienna Coffee is a popular product. Have the students discuss if coffee is in their house, do their family members drink it every day? Discuss with the students how coffee is made, how it is made at home. Coffee also has caffeine, how does caffeine affect a person (does it make them sleepy, energetic, silly)? What other foods have caffeine in them.

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5. Candy is popular in Vienna. Have the students discuss the different types of candy there are (caramels, chocolate, gummies, powders). Discuss where chocolate comes from and where cocoa beans are grown. Discuss how cocoa beans don’t taste like the chocolate we eat. What is the main ingredient in most candies?

6. Have the students do an experiment with candies. Have the students observe two gummy worms (how long are they? How does they feel? Are they the same length?).

After the students write down their observations, have the students put one of the gummy worms into a bowl of water and leave the other one out. Have the students write down what they think will happen to each of the gummy worms over the next few hours. Leave the gummy worms be for several hours/or overnight. Have the students come back and observe the gummy worms. What changed about the gummy worm in the water? Are the gummy worms still the same length? Have the students record their observations on what changed and what stayed the same for each of the worms.

Would the students want to give gummy worms that have been soaking in water as gifts to a family member or friend?

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PNC Tiny Tots Concerts

“The Tortoise and the Hare” Fawzi Haimor, conductor May 6, 2015 9:30 &11:30 am Mendelssohn

Finale from Symphony No. 4, “Italian”

Grieg

Suite No. 1 from Peer Gynt, Op. 46 IV. In the Hall of the Mountain King

Brahms (arr. Parlow) Hungarian Dance No. 5 Suppé

Light Cavalry Overture

Elgar

Pomp and Circumstance March #1

Offenbach

“Can-Can” from Vie Parisienne

Grieg

“Morning Mood” from Peer Gynt

Elgar

Pomp and Circumstance March #1

Grieg

Suite No. 1 from Peer Gynt, Op. 46 IV. In the Hall of the Mountain King

Tchaikovsky

Symphony No. 6 in B minor, Op. 74, “Pathetique” Program subject to change

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The Tortoise and the Hare Theme: Musical fable, “The Tortoise and the Hare” Focus: Fast and slow tempi occur in music and other areas of life.

Objectives: Upon completion of this unit, students should be able to: 1. Demonstrate fast and slow movements to music 2. Identify fast and slow musical tempi 3. Sing familiar songs at various tempi Initiating activities: • • • • • •

Listen to the PSO supplemental music CD. Have a race with small motorized cars or make-believe cars. To avoid individual winners and losers, race cars with teams. Discuss what it means to finish. Predict which cars might win and why. Conduct the race. Afterward, discuss fast and slow.

Make lists of other things besides cars that can go fast and slow.

Let children move their bodies fast and slow.

Introduce music as having the potential to go fast and slow.

Play some fast and slow music and allow the children to clap or move their bodies to the rhythm.

Language Arts 1. Define the terms “tortoise” and “hare.” Discuss fables, Aesop, and other known fables besides “The Tortoise and the Hare.” Dramatize the story using the children to play the characters.

Note: MacMillan’s Music and You series, Grade 1, contains a musical “The Hare and the Tortoise.”

2. Have the students think of words that begin like “tortoise” and like “hare.” Make a list. Create a list of words that rhyme with turtle, hare, rabbit, or bunny. Discuss homonyms. Make the distinction between “hare” and “hair.”

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3. Tell parents about the PSO concert. Ask them to take students to the library to find other books on tortoise, hares, running, or races, and read the books to their children.

4. Play “I’m Thinking of an Animal.” Clues are given about a particular animal by acting (not speaking). The class members try to guess the animal.

5. Pretend you are notifying the local paper about the tortoise and the hare race. Learn to dial the phone to call the paper (students can also use this activity to learn to dial their home phone number). What would the paper need to know (e.g. time, date, who is involved, why they are racing)?

6. Fast and slow are opposites. Talk about other opposites. Let students take turns and pantomime opposites (tall/short, hot/cold, etc.). Let other class members guess.

7. American rabbits and hares include the cottontail, snowshoe, jackrabbit, and domestic.

Snowshoe males are called bucks; females are called does. Think of other animals that have different names for males, females, and babies. horse cattle deer swan

stallion bull buck cob

mare cow doe pen

foal calf fawn cygnet

Math 1. Make a list of things that move fast and a list of things that move slowly. Count each list.

Which list has more? Which has less?

2. Count all the characters in the fable “The Tortoise and the Hare.” Count how many there would be if each brought a friend.

3. Count paper plate hares. (See suggested art activity to make hares.) Group the hares in sets of two. Do the same with sets of five.

4. Estimate how long it would take to crawl across the room like a tortoise. Use a stopwatch to find out the actual time. Repeat the activity hopping like a hare. Hop on both feet, the left foot, the right foot.

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5. How many letters are in the word “hare”? Count them quickly. How many letters are in the word “tortoise”? Count them slowly. Which has more? Find children’s names with four letters, with eight letters.

6. With children, mark a path on the floor or outside a play area. Yarn can be used to line the path. Hop on the path, stopping often to rest. Then, walk steadily without any breaks. Time both trips, using a stopwatch. Make a comparison chart of your times.

Another day, jog the path without resting. Then, walk on the path without resting.

Include these times on the comparison chart.

7. Discuss distance and length. Are the hare’s ears an inch long? A foot? A yard? A mile? Introduce metric measurements.

Science and Health 1. Discuss how tortoises and hares are alike and different.

What do they eat? What do they need to stay healthy?

What do people eat to stay healthy?

What kinds of foods should you eat to be able to run fast?

What foods might slow you down?

2. Discuss what kind of weather would be best for a tortoise/hare race. Would there be problems with rain, snow, ice? How should you dress for a race?

3. Hearts beat sometimes fast and sometimes slow. Locate you heart in your body. Find different places to feel your heart beating. On the playground, check your pulse at rest and after vigorous play.

4. How is speed created? Provide the children with toy cars for racing. Use long blocks and other objects to make inclined planes. What impact does the inclined plane have on the speed of the car? Vary the height of the plane. Tape a penny on top of several cars. Race again. Use force to propel the cars. What are the effects of height, weight, and force?

5. Ask questions to encourage thinking and imagination about the physical makeup of the tortoise and the hare. Bring in a tortoise or a hare to observe. Would the tortoise be able to move faster if he had wings for flying? Fins for swimming? Can a rabbit run faster than a person? Is it because rabbits have more feet? Why couldn’t the tortoise run as fast?

Bugs have six legs; why can’t they crawl faster than rabbits can run? What are some different kinds of rabbits and turtles? Where do they live?

6. What happens inside your body when you run fast (e.g. perspiration, increased breathing, increased body temperature, fast heartbeats)? People use feet for running.

Draw footprints. Discuss feet and the many things that feet can do.

7. Have a hare and tortoise party. Make invitations, place cards, and placemats. Eat some “hare food” and “tortoise food.”

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Social Studies 1. Make a map of the tortoise and hare race. What natural features might be along the road?

2. Discuss the various forms of transportation we have available today. Decide which would be the fastest and which would be the slowest. How fast can we move by foot?

3. Can you make a spoken message about the outcome of the tortoise and hare race?

What if another person doesn’t understand the language that you use?

Make a drawing of the message.

Mime the message.

Make a quipu to tell the message (see below).

In Peru, a long time ago, runners carried messages on a quipu, a piece of wood with several lengths of string tied to it. Each string had different numbers of knots tied in it.

Knots tied far apart might signify the tortoise; knots tied close together might signify the hare. What would the last string have on it?

In other parts of the world, people might use drums or smoke signals to send messages.

4. Display pictures of cars when they were first made. Discuss their speeds compared to modern-day automobiles.

5. Compare the speeds of cars, horses, planes, and trains. Which move the fastest? Make a chart to show relative speeds.

Physical Education 1. Do familiar exercises: begin slowly to warm-up, then move faster to get the heart rate up, and move slower to cool down. Discuss the best way to exercise for good health.

2. Pretend to move like various animals. Move like favorite animals at different speeds.

3. Ask students to hold onto the edge of a parachute and move in the same direction.

Vary the speed and type of locomotor movement. Place a ball in the center of the parachute. Raise and lower arms fast, then slowly. When does the ball stay on better?

4. Play “Mother, May I?� The mother must decide on a speed as well as a movement.

5. Play with scooters, if available. Pretend to be a tortoise, moving slowly, and pretend to be a hare, moving quickly. Remind children to watch out for other hares.

6. Think of all the movements that a horse can make, such as a prance, trot, rear, roll, stretch, gallop, stampede. Have relay races, using one movement at a time.

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Art 1. Make a hare using art paper, cotton balls, and a paper plate. Some hares have a brown coat in summer. Spray paint cotton balls, if applicable.

2. Use two jumbo marshmallows, black licorice strings, and pink gumdrops to make edible hares.

3. Make a tortoise using modeling clay or play dough. Leftover clay or play dough can be used to make eggs for the tortoise to bury in the ground.

4. Make a watercolor resist tortoise painting. Use a yellow crayon to draw a tortoise. Don’t forget to draw a design on its shell. Do not color the picture. Paint over with green watercolor paint.

5. Paint tortoise and hare race day posters. Use watercolors, food coloring, poster paints, etc.

6. Using finger paints, let the students walk their fingers slowly across the paper when you point to the slow down sign drawn on the chalkboard. Ask them to run their fingers quickly across the paper when you point to a fast sign.

Music 1. Using the concepts of fast and slow from “The Tortoise and the Hare,” provide many experiences of different and changing tempi (tempos). Sing directions for getting on jackets in a slow tempo or a fast tempo. Ask children to walk slowly inside the building and quickly on the playground. Chant a good-morning rhyme quickly and a goodbye rhyme slowly.

2. Using a drum, piano, or other classroom instruments, provide accompaniment for students to move about the room, in a circle, or at their desks to various tempi.

3. Divide the class into two groups. One group moves as rabbits, the other group moves as turtles. Each group should move only when the appropriate tempo is played.

4. Clap rhythms for the students to echo clap. Vary the tempo of the steady beats felt within the rhythms.

5. Ask students to bounce their fingers as rain drops for fast music, or drift hands through space as snowflakes for slow music. Select one child at a time to “direct” the music, sometimes fast and sometimes slow. The teacher can provide fast or slow accompaniment on a drum, or other children can play classroom instruments.

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6. Sing familiar songs or chant nursery rhymes in various tempi. Have fun with accelerando (getting gradually faster)—end with giggles. Try singing a favorite song, such as “Rain, Rain, Go Away,” in a slower and slower tempo (ritardando), until the beat just stops.

7. Improvise on various classroom instruments at different tempi. Have musical conversations both fast and slow.

8. Listen to a piece of music, such as Russian Dance by Igor Stravinsky. As the students listen, ask them to use quiet movements to show when the music is slow and when it is fast.

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Certificate of Participation awarded to __________________________________ for

“Fast and Slow: The Tortoise and the Hare�

PNC Tiny Tots concert presented May 6, 2015

_______________________________ Fawzi Haimor, conductor

_______________________________ Teacher

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It is the mission of the Education and Community Engagement Department to engage individuals in experiences of the highest artistic and educational quality to create informed, enduring, and evolving connections to music and to the Pittsburgh Symphony Orchestra.

Heinz Hall for the Performing Arts 600 Penn Avenue Pittsburgh, PA 15222 412-392-4900

Education and Community Engagement Department education_outreach@pittsburghsymphony.org Phone: 412-392-4841 Fax: 412-392-4910 Facebook: facebook.com/PSOeducation Twitter: @PSOeducation

Education and Community Engagement Staff Suzanne Perrino, Senior Vice President of Education and Strategic Implementation Thomas Walters, Director of Education Programs Gloria Mou, Director of Musician and Community Engagement Programs Jessica Ryan, Manager of Education and Community Programs Patrick Joyal, Coordinator of Education and Community Programs

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