Musical Explorers: Greek, Klezmer, Americana (Grades K-2)

Musical Explorers My City, My Song Developed in Parnership with Carnegie Hall’s Weill Music Institute

Teacher Guide 2015-2016

THE BROAD STAGE Wiley Hausam, Artistic & Executive Director Amy Kirkland, General Manager Carolyn Palmer, Director of Programming and Education Alisa De Los Santos, Manager of Education & Community Programs Klarissa Leuterio, Education & Community Programs Coordinator ADDITIONAL CONTRIBUTORS Magda Giannikou Shanna Lesniak-Whitney Courtney Gasque Ann Louise Jeffries Thaiss Christine Wilson Gustavo Bulgach ILLUSTRATIONS Sophie Hogarth AUDIO PRODUCTION Scott Lehrer Jeff Cook Alejandro Venguer Oscar Zambrano The Broad Stage Education & Community Programs Theater: 1310 11th Street | Santa Monica, CA 90401 Mailing: 1900 Pico Blvd | Santa Monica, CA 90405 Phone: 310-434-3560| Fax: 310-434-3439 education@thebroadstage.com thebroadstage.com/MusicalExplorers Education and Community at The Broad Stage is supported in part by Herb Alpert Foundation Bank of the West Austin and Virginia Beutner Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission Colburn Foundation The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation SMC Associates David & Linda Shaheen Foundation Sidney Stern Memorial Trust Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles .

Musical Explorers is made available to a nationwide audience through Carnegie Hall’s Weill Music Institute.

Lead funding for Musical Explorers has been provided by Ralph W. and Leona Kern.

Major funding for Musical Explorers has been provided by the Charles Haimoff Endowment, the E.H.A. Foundation, and The Walt Disney Company.

Greek music programming is made possible with major support from the Onassis Cultural Center of New York.

Additional support has been provided by the Ella Fitzgerald Charitable Foundation. © 2015 The Carnegie Hall Corporation. All rights reserved.

Table of Contents Foreword

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How to Use This Guide

5

Options for Teachers

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Options for Teachers of Students with Special Needs

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Pathways for Teachers

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Meet the Artists

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Unit 1: Introduction

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Unit 2: Greek Folk Music with Magda

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Unit 3: Klezmer Music with Gustavo

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Unit 4: Americana Folk Music with The Honeys

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Concert Experience

51

Additional Information

55

Glossary

55

Standards Addressed

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Common Core Capacities

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Acknowledgments

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Audio Track List

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Student Guide Pages

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Foreword Welcome to Musical Explorers!

This program is designed to connect students in grades K–2 to the diverse musical community of Los Angeles as they build basic music skills through listening, singing, and moving. Students explore a wide variety of musical styles found in different Los Angeles neighborhoods, learn songs throughout the year, and perform with the artists at culminating interactive concerts.

Musical Explorers combines skills-based and creative activities that can be integrated into general and music classrooms. To facilitate planning, this Teacher Guide contains lesson plans, printed music, background information about musical styles and artists, and Student Guide activity pages.

The companion audio CD provides the songs from each unit plus learning tracks. Teachers are encouraged to start each lesson with warm-up exercises (found in the Introduction Unit) to help students develop healthy, age-appropriate vocal technique.

The Teacher and Student Guide pages, audio files, and additional digital resources are available on the Musical Explorers Resources page, which can be found at thebroadstage.com/ MusicalExplorers.

We hope you enjoy the journey!

Exploration How can music represent the spirit of a community?

Key Objectives Musical Explorers are students and teachers who look for the answers to this question as they • meet singers whose music represents different musical styles and cultural communities • sing and move to the artists’ songs • make connections between the artists’ music, their Los Angeles neighborhoods, and their cultures • explore patterns that authentically represent the unique sound of each artist’s music

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How to Use This Guide With your guidance, Musical Explorers develop habits of active and engaged listening through a process that includes using recurring prompts, follow-up questions, modeling, and short, repeated listening.

P rompts: As students encounter new songs throughout the curriculum, ask them questions about the music. We have included some scripted suggestions, which appear in italics. These prompts are purposefully very open to help familiarize students with the process of noticing and articulating specific aspects of the music.

• What do you hear in this music?

• How would you move to this music?

• What words can you use to describe this music?

• How does this music make you feel?

Follow-Up Questions: Here are some examples of questions that might be used in addition to the above prompts to further expand your students’ ideas. Young students may need to be offered some choices until they develop more confidence in their own vocabulary and abilities. Follow-up questions may include: • Can you tell me a little more about that?

• Can you show me that with your hands by clapping or tapping, or by moving your body?

• Can you sing it for me?

• What do you think the musicians are feeling?

What makes you think that?

• What are the instrumentalists doing? What is the singer doing?

• Is the music busy or calm, loud or soft, high or low, smooth or bumpy?

Modeling: At the beginning of the year, it may be helpful to model responding to your own prompts.

Modeling can also be facilitated through appointing student leadership roles in the classroom, allowing students to learn from their peers.

Repeated Listening: As you facilitate listening and discussion, it will be helpful to remember these tips for the “What did you hear in this music?” prompt: • Play examples more than once and spread listening across many lessons. Unfamiliar music takes time to absorb, process, and respond to.

• Play back short excerpts of the music by pausing the CD player after each section.

• Ask the prompts while listening to a song, since it may be more difficult for students to recall a musical detail or observation when the music exists only in memory.

Making the Invisible Visible: To help young students actively listen to and engage with music, look for ways to make the invisible world of music visible, and whenever possible, kinesthetic. In Musical Explorers, these methods include: • singing melodies • clapping and tapping rhythms (body percussion) • counting rhythms • drawing sounds • connecting narrative ideas with music • dancing • connecting cultural images with music Lesson Timings: Each lesson is built for a class period duration of approximately 30 to 40 minutes.

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Options for Teachers Creative Extensions: These extensions are designed to continue the exploration of repertoire and concepts beyond the concert program. We encourage you to delve deeper into the music and cultures explored through these activities and to share your experiences with other classes, parents, members of the school community, and The Broad Stage staff.

Musical Word Wall: We encourage you to keep a word wall and add each of the below vocabulary words as they are introduced in the lessons, along with any other terms you might choose to add.

Musical Word Wall Introductory Lessons explorer pattern humming vibrations Greek Folk Music accordion chorus lyrics call and response

Klezmer Music Ahava raba klezmer music Yiddish clarinet

Americana Folk Music Americana music guitar mandolin washboard mouth trumpet body percussion

Music Educators Toolbox: Carnegie Hall’s Music Educators Toolbox provides activities, worksheets, audio and video resources, and assessments. Browse resources by grade level, skills and concepts, musical genres, instruments, national standards in music, and other criteria selected to serve the needs of educators. All materials are free for use at carnegiehall.org/toolbox.

Options for Teachers of Students with Special Needs • Students can participate in Musical Explorers in a variety of ways and may learn the songs by singing, moving, and/or clapping. You may also want to focus on smaller sections of the songs.

Since you know your students best, allow them to participate in ways that will help them feel the most successful.

• Encourage students to engage with the music using tangible objects, such as handmade instruments (e.g., cups with beans for shakers), rhythm sticks, and drums.

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• Allow time for students to experience the music and repeat as often as necessary. The lessons outlined in this curriculum may take additional time and span more than one class period. Use one-step directions and visuals as often as possible to help students understand the concepts.

• Some visual aids are provided within the curriculum and at the Musical Explorers concerts, but you may wish to provide additional resources to help your students engage with the material. If you have ideas for elements to include in future curricula, please send them to education@thebroadstage.com.

Pathways for Teachers Basic Program Path (Minimum requirements for concert participation)

Basic+ Program Path (If you have more time)

Advanced Program Path (If you have a lot more time)

Complete Lesson 1 and learn to sing the first song in each unit.

Complete Lessons 1 and 2 and learn the first (see Basic Program Path at left) and second (see below) songs in each unit.

Complete both lessons, learn both songs, and complete the Creative Extensions included in each unit.

Greek Folk Music with Magda “Tik Tik Tak”

Greek Folk Music with Magda “Trata”

Klezmer Music with Gustavo “Bulbes”

Klezmer Music with Gustavo “Yoshke, Yoshke”

Americana Folk Music with The Honeys “Little Piece of Cornbread”

Americana Folk Music with The Honeys “Who’s Gonna Be Your Man?”

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Meet the Artists Magda, Greek Folk Music Greek-born singer and accordionist Magda Giannikou composes music that taps into a wide range of international influences. In addition to Greek, Magda performs in French, as well as in six other languages. Banda Magda forays into Brazilian baião rhythms, Greek dance music, jazz, samba, tango, and more.

Gustavo, Klezmer Music Gustavo Bulgach is a musician, composer, educator, producer, and band leader.

He was born in Buenos Aires, Argentina, where he lived and learned music until 1992. He moved to New York in 1993, and eventually moved to Los Angeles. From there, he formed the band “Black Coffee and Jam”, which became the House of Blues Foundation House Band for over 6 years. Gustavo has also worked with several artists such as EL GENERAL, Jumpin’ Jimes, Adam Rudolph and GO! The Organic Orchestra, among many others.

The Honeys, Americana Folk Music The Honeys explore harmony in folk, bluegrass and any melody that catches the ear. Through their powerful, yet sweet harmonies, body percussion, haunting melodies and vitality on stage, The Honeys captivate and move audiences. The Honey’s foundation in jazz gives them an inherent flexibility to their sound, allowing them to change and adjust their tone to best fit the mood of each song. They have performed all over the United States and won the Harmony Sweepstakes National Competition.

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Let’s Begin!

Lesson 1

Introduction

Lesson 1: Becoming Musical Explorers Aim: Where can Musical Explorers find patterns?

Summary: Students identify themselves as explorers of the music in Los Angeles and learn about musical patterns.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages, markers or crayons Standards: US 1, 2, 6, 7, 8, 9; VAPA Music 2.4 Vocabulary: explorer, pattern

Introduce the “Musical Explorers Song” • Introduce the Bus Driver on SG1. Our Bus Driver will take us to the neighborhoods in which our artists live.

• Where is our school on this map? Where is your neighborhood?

• As we explore our city, what styles of music do you think we might find? Where?

• Explore where the music we’ll learn about comes from by looking at the map on SG2–3.

• Introduce students to the Musical Explorers program by singing the “Musical Explorers Song,” Track 1, SG4.

• Using SG5–6, create a postcard of your neighborhood. Share your postcards with The Broad Stage by e-mailing them to education@thebroadstage.com.

Use the “Musical Explorers Song” and the suggested warm-up activities in Lesson 2 to begin each Musical Explorers lesson!

Explore Patterns • This year as Musical Explorers, we will explore patterns.

• What is a pattern? Where do we find patterns?

• Collect words and ideas that students associate with patterns, such as repeating, same, and different.

• Look at examples of patterns on SG7.

• How do you know that these pictures are a pattern?

• Patterns Identify

• Teacher creates different patterns with students (e.g., girl, boy, girl, boy, etc.) and students identify the “mystery pattern.”

• Invite students to look around the school and identify some of the patterns they observe.

• Have students draw the patterns they find on SG7.

• Students can also create their own patterns using shapes, designs, colors, or blocks.

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Introduction

Lesson 1

Introduce Musical Patterns • Improvise a rhythmic pattern.

• Is this a pattern? How do you know?

• Listen to rhythmic patterns, Track 7. Discuss each example.

• What do you notice about this pattern? Are the notes short or long? Which rhythms repeat? Can you add movement to match the rhythmic pattern?

• What patterns can we find in the “Musical Explorers Song?”

Musical• Word Wall Add the words explorer and pattern to the Musical Word Wall.

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Lesson 1

Introduction Musical Explorers Song Music and Lyrics by Daniel Levy

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SG

1

Welcome to Our Musical Trip!

Welcome, Musical Explorers!

I’m your bus driver, and I’ll help you explore our musical city.

Together, we’ll meet our singers and hear their songs and stories.

Come along with me and make your discoveries!

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SG

2

UNITED STATES

New York

UNITED STATES OFCUBA AMERICA UNITED STATES OF AMERICA PUERTO

RICO

Yacouba

WEST AFRICA Bobby

Musical Explorers Around the World Map Explorers Musical We can hearthe musicWorld from all Around around the world in New York Map City. Where do these types of music come from?

We can hear music from all Greek Folk: around the Greece world in Los Angeles.

Where do these Klezmer: Eastern Europe types of music Americana Folk:come Unitedfrom?

States of America

Greek Folk: Greece Klezmer: Eastern Europe Americana United States of America 14

The Honeys

SG

3

Gustavo

EASTERN EUROPE

GREECE

EAST TIMOR

Magda

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SG

4

Musical Explorers Song Every song tells a story, every tune tells a tale.

Every rhythm has a reason, don’t you want to know?

Don’t you want to know what makes the music go?

Come along and see, make your discovery.

(x2) I can go explore the world of music at my door.

My city and my neighborhood, singing songs and feeling good.

I can know what makes the music grow, I can know what makes the music go!

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SG

5

Create a Postcard Use the space below to draw or paste images of people, places, and things from your neighborhood!

Greetings from .. .

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SG

6

Write to a friend about your neighborhood on your postcard!

Dear ________________,

(Your friend’s name) (Your friend’s address)

Your friend,

____________________

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SG

7

Explore Patterns What patterns do you see in these images? How do you know it’s a pattern?

Draw other patterns you see in your school or classroom.

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Lesson 1

Introduction

Lesson 2: Exploring Our Voices Aim: What happens in our bodies when we breathe, hum, and sing?

Summary: Students explore their singing and talking voices. The exercises learned may be done as a warm-up. It may take some time for students to know and feel that their singing and talking voices are very different from each other.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages Standards: US 1, 2, 6, 7, 8, 9; VAPA Music 2.4 Vocabulary: h umming, vibrations

What Happens When We Breathe?

• Have students find a partner to explore what happens when taking a breath. Have one student take a few slow, deep breaths into their bellies. Encourage students not to lift their shoulders as they take deep breaths. Have the other student watch what happens.

• What is happening inside your bodies as you breathe?

• Is anything moving? What is moving?

• Can you describe what you feel?

• What happens when you raise both hands in the air, take a deep breath, and then lower your hands while you exhale? Does that feel different? How so?

• What happens when you lean over, touch your toes, and take a deep breath? How does that feel different?

•

What Happens When We Hum? • Have students perform a few long sounds by singing or humming, which is singing without opening one’s lips.

While they hum or sing, tell them to touch their noses, cheeks, throats, necks, backs, and chests.

• What do you feel?

• Does anything change when you hum or sing instead of speak?

• What do you think is happening? Why? • Explain that all sounds are caused by vibrations, or movements, that go through the air. Without vibrations, music and sounds would not exist. By touching our throats when we hum, speak, or sing, we can actually feel the wiggly vibrations created by our vocal folds.

• Have students alternate between blowing air (not making sound) and humming, while touching their throats, so that they can feel the difference between vocal folds vibrating and at rest.

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Introduction

Lesson 2

• Learn the “Warm-Up Rhyme”

• Teach the “Warm-Up Rhyme,” beginning to sing.

Track 3, to your students. Practice this often as a warm-up before

1

2 Touch your toes, (bend over and touch toes)

Stretch to the sky, (arms lifted over head, taking deep breath) Reach way up high.

You’re a seed that grows. (rolling up)

Standing tall, Feel the lift.

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4 Arms releasing, (arms drop downwards, keeping chest lifted)

Breathing deep, (deep belly breath, hands on hips)

Down they drift.

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6 Fill your lungs. (stretching arms out and down, like a ballet dancer)

Smoothly and slowly, (arms come in and release the breath) Out it comes. (breathe out slowly)

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Lesson 2

Introduction

• Vocal Exercises

• Now that students have felt their own vocal fold vibrations, guide them in discovering what else their voices can do.

• There are four types of voices: talking, singing, whispering, and calling.

• Have students explore their voices.

• How would you use your voice in the classroom? In music class? In the library? Outside on the playground?

By doing the following exercises often, students will become comfortable with using their singing voices, both high and low. Feel free to mix and match the following warm-ups, or to create your own to add variety.

Track 4: Have students pretend they are police cars on a chase with their sirens on. To do this, start by “Sirens” singing “ooo” on a low pitch and slide up to a high pitch, and then slide back down to a low pitch.

• How can we use our arms to show the different shapes our voices are making?

• Try out students’ ideas of how sirens can sound and look.

“Yawning Kittens”

Track 5: Have students pretend they are sleepy kittens by stretching, yawning, and sighing.

• Model the vocal contour of the yawn and sigh (going from a high to a low pitch).

• Model a swooping contour with your hands and arms.

• Have students mimic you so that they can begin to feel and understand the difference between high and low sounds by using their bodies and voices.

“Floating Balloon”

Track 6: Have students imagine they are a balloon floating in the wind.

• Model the balloon’s path by moving your arm.

• Make your voice match the contour of the balloon’s path (voice starts low and finishes high). Repeat this several times.

• Have students imitate your arm and vocal movements.

• Experiment with the size and contour of the balloon’s arc, matching the movement with your voice.

• x Sing the “Musical Explorers Song” • Warm up students’ voices by singing the “Musical Explorers Song,” • Begin each class by listening to or performing this song.

Musical• Word Wall Add the words humming and vibrations to the Musical Word Wall.

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Track 1, SG4.

Greek Folk Music with Magda

Preparation

Greek Folk Music with Magda • x Find Our Neighborhood The Bus Driver now takes us on a journey to the Pico-Union, to meet our first singer, Magda. Have students turn to SG8 and help them do the following: • Locate The Broad Stage in Santa Monica.

• Locate Magda on the map at Pico-Union.

• Complete the activity.

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SG

8

Find Magda’s Neighborhood It’s time for us to begin our musical trip! Find The Broad Stage in Santa Monica, and then find Pico-Union, where Magda lives, on the map below. Complete the maze to start our journey. Let’s go!

Magda

SANTA MONICA

The Broad Stage

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PICO-UNION

Greek Folk Music with Magda

Lesson 1

Lesson 1: Learning “Tik Tik Tak” Aim: What word patterns can we create in “Tik Tik Tak”?

Summary: Students learn to sing “Tik Tik Tak” and create new sound patterns.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages, markers or crayons Standards: US 1, 3, 5, 6, 8, 9; VAPA Music 1.1, 2.1, 2.4, 3.3 Vocabulary: accordion, chorus, lyrics

• Meet Magda

• Meet Magda on SG9.

• Tik Tak” Sing “Tik

• Listen to “Tik Tik Tak,” Track 8.

• This song is about someone who is in love, and every time they see that person, their heart beats like a drum—“tiki tiki tak.” Magda sings “tik tik tak” in the chorus of her song.

• Learn the chorus Parts 1 & 2 of “Tik Tik Tak,” Tracks 9 and 10.

Score • Listen to “Tik Tik Tak,” Track 8, again and sing along to the chorus while patting out the rhythm on your chest whenever you hear the first line, “Tik tik tiki tiki tak.”

• If desired, learn the pronunciation of the rest of the chorus on Track 12.

Tik Tik Tak

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Tik

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tik

ti - ki ti - ki tak

ka - ni kar - dia

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gai - neis

25

Greek Folk Music with Magda

Lesson 1

“Tik Tik Tak” Translation Tik tik tiki tiki tak Kani kardia mou San se vlepo Na dia venis Tik tik tiki tiki tak Thelo pouli mou Na mathaino pou pigaineis

Tik tik tiki tiki tak is the sound of my heart when I see you passing by.

Tik tik tiki tiki tak I would like to know, my bird, where you are going.

Explore• Lyrics in “Tik Tik Tak” • The lyrics “tik tik tak” are words that imitate the sound of the beating of a heart. What other words describe sounds we hear? (e.g., sizzle, splash, pop, etc.)

• Look at the images on SG10 and write a word to describe the sound that each object makes.

• Choose one of your sounds from SG10 to create a new sound pattern in place of the lyrics “Tik tik tiki tiki tak.”

• Perform your new sound pattern with the “Tik Tik Tak” accompaniment, Track 11.

Listen to Magda play the accordion, on SG11.

Track 13, and learn about the instrument

Musical Word Wall Add the words accordion, chorus, and lyrics to the Musical Word Wall.

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Meet Magda!

SG

9

WE LCOM E TO

Dear Musica l Explorers, Welcome to Pico-Union ! I grew u where I wo p in Greece uld swim e , v ery day an hours and d sp e hours playin nd g the pian singing! Wh o and en I came to Los Ang so inspired eles, I was by all the different styles of m cultures an usic that o d ne can list started pla en to! I ying my gra ndmother’s and tried accordion to sing in as many la I could. M n Musical Exp g uages as y bandmate lor s and I a to see you re so excite c/o The Bro ers all at The d ad Stage Broad Stag experience 1310 11th Str e and the songs, e et dance, and my country S language o a n t a together. W M onica, CA f e cannot w all of you.

90401 ait to mee t Your friend ,

Magda

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SG

10

My Sound Patterns Look at the different objects below and write the noises they make next to each one.

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SG

11

Explore the Accordion The accordion is a box-shaped musical instrument with a keyboard and bellows. It is sometimes called a squeezebox, but the first name for this instrument was harmonika, which is related to the Greek word for “harmony.� The instrument is played by pushing and pulling apart the bellows while pressing buttons or keys. The performer usually plays the melody using the keyboard and the accompaniment with the bass buttons.

KEYBOARD

BELLOWS

BASS BUTTONS

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Greek Folk Music with Magda

Lesson 2

Lesson 2: Exploring “Trata” Aim: What movement patterns can we perform with “Trata”?

Summary: Students learn to sing “Trata” and perform a traditional Greek dance pattern.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages Standards: US 1, 5, 8, 9; VAPA Music 1.2, 2.1, 3.4 Vocabulary: call and response

• Sing “Trata”

• Listen to “Trata,” Track 14.

• The pattern used in the chorus is called “call and response.” Magda, the leader, sings the call and her bandmates sing the response.

• Learn the chorus lyrics, Track 16.

Score • Practice singing the response to Magda’s call during the chorus of “Trata,” Track 15. Invite one student to be the leader and to sing the call while the rest of the class sings the response.

Trata

Call Call

& 44 œJ EE

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3

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vi - ra vi ra

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tris tris

œ œ œ

vi - ra

mia mia

Response Response

œ

sto sto

œ

œ

spi spi - titi

Response Response

Call Call

œ œ œ œ

sta sta

œ

tis tis

na pa - nia

w

E -

œ œ œ

vi -- ra ra

dio

œ

“Trata” Translation Evira mia sta pania Evira dio sto yalo Evira tris sto spiti tis

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Shout one on the sails Shout two on the beach Shout three to her house

Response Response

Call Call

œ œ œ œ

sto sto

Œ

ya - lo lo

Ó

E E

Greek Folk Music with Magda

Lesson 2

Explore• Movement Patterns in “Trata” • Learn traditional Greek dance movements to “Trata.” The dance moves to the left using a four-beat pattern, and then repeats the same dance movements to the right.

• Using Track 14, perform the traditional Greek dance movements during the verses of “Trata” and on the chorus, stop and sing the call and response with Magda.

1

Stand side by side with arms outstretched on each other’s shoulders.

2 Beat 1: Step with your left foot to the left.

3

4

5

Beat 2: Bring your right foot in and step together.

Beat 3: Step with your left foot to the left again.

Beat 4: Tap your right foot’s heel on the ground.

Repeat the sequence in the opposite direction.

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Lesson 2

Greek Folk Music with Magda

Creative Extension: Perform in the Greek Theater Tradition In ancient Greece, stories and plays were performed by a leader and a chorus. The leader acted out the story without speaking by using masks and gestures while the chorus told the story in unison.

• Choose a familiar story (e.g., “The Boy Who Cried Wolf” or “Goldilocks and the Three Bears”).

• Assign students to be leaders and other students to make up the chorus.

• Leaders create masks to show different emotions of the characters in the story using construction paper or paper plates. Brainstorm different dramatic gestures the leaders would use to tell the story with their masks.

• The chorus speaks or reads the story while the leaders perform the story using their masks and gestures.

Musical• Word Wall Add the words call and response to the Musical Word Wall.

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Klezmer Music with Gustavo

Preparation

Klezmer Music with Gustavo Find Our Neighborhood The bus driver is going to take us from the Pico-Union over to South Robertson to meet our next musician: Gustavo. Have students turn to SG12 and help them do the following: • Find Magda in Pico-Union.

• Find Gustavo in the South Robertson area.

• Complete the activity.

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SG

12

Find Gustavo’s Neighborhood It’s time for the next stop on our trip! Find Magda in Pico-Union and then find Gustavo in the South Robertson area.

Then complete the activity.

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AHAVA RABA VIOLIN BULBES

CLARINET KLEZMER YIDDISH

Gustavo

Magda

PICO-UNION SOUTH ROBERTSON

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Klezmer Music with Gustavo

Lesson 1

Lesson 1: Learning “Bulbes” Aim: What can we learn about klezmer music through a Yiddish folk song?

Summary: Students sing “Bulbes” in Yiddish and explore the Ahava raba mode through improvisation.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages Standards: US 1, 2, 3, 6, 9; VAPA Music 2.1, 3.1, 5.1 Vocabulary: Ahava raba, klezmer music, Yiddish

• Meet Yale

• Meet Gustavo on SG13.

• Gustavo performs klezmer music, a type of Yiddish folk music from Eastern Europe • Sing “Bulbes” (“Potatoes”)

• Listen to “Bulbes,” Track 17.

• Listen to the “Bulbes” pronunciation, Track 18, and practice speaking the lyrics in Yiddish.

• Listen to “Bulbes,” Track 17, again and sing along.

Score

Bulbes

Traditional

Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï & 44 Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï

bul--bes bes, Zun - tik bulbes, bul - bes,Mon-tik Mon - tik bul-bes bul - bes,Dins-tik Dins- tikun un Mit-vokh Mit - vokh bul bul-- bes, bes, Do-ner-shtik Do - ner - shtik un Fray - tik bul Fray-tik Zun-tik

&

Ï Ï Ï Ï Ï Ï Ï Ï Ï Sha-bes Sha - bes in

a

no -- ve ve -- ne ne aa

Ï

bul -- bes bes,

Ï Ï Ï

ku - ge - le,

Ï Ï Ï Ï Ï

Ï

Zun -- tik tik vay - ter ter bul bul -- bes! bes!

Zun

“Bulbes” Chorus Zuntik bulbes, Montik bulbes, Dinstik un Mitvokh bulbes, Donershtik un Fraytik bulbes, Shabes in a novene a bulbes kugele, Zuntik vayter bulbes!

On Sunday, potatoes, on Monday, potatoes, on Tuesday and Wednesday, potatoes, on Thursday and Friday, potatoes, on Saturday, for a change, potato kugel, on Sunday, potatoes again!

35

Lesson 1

Klezmer Music with Gustavo

A potato kugel is a baked Jewish pudding or casserole that can be either sweet or savory. In modern times, noodle or potato kugels are a mainstay of festive meals, particularly on the Sabbath and other Jewish holidays.

Zuntik Montik Dinstik Mitvokh Donershtik Fraytik Shabbes

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

The Yiddish word klezmer originally meant “musician.” Today, it has come to characterize the style of secular music played in Jewish communities during joyful celebrations, such as weddings.

Explore• the Ahava Raba Mode

Score

• Klezmer music is based on many different modes, or collection of notes similar to a scale.

One of the modes heard in klezmer music is called Ahava raba. You can hear this mode in “Bulbes.”

• Listen to the Ahava raba mode, Track 19.

• Sing the Ahava raba mode on a neutral syllable.

• Listen to “Bulbes,” Track 17, again and improvise using notes from the Ahava raba mode during the instrumental break.

Ahava Raba Scale

& 44 w

w

#w

w

w

w

#w

w

Literacy Link Want to learn more about klezmer music? The Wedding that Saved a Town is about a klezmer musician, Yiske, and his band who must find a groom to participate in an unconventional wedding.

36

Klezmer Music with Gustavo

Lesson 1

Creative Extension: Create New Lyrics to “Bulbes” • Discuss why potatoes might be eaten every day. Explain what a potato kugel is and its significance.

• What are some types of food that we could eat every day? (Examples: rice, bread, chicken, and pasta) • Have students choose one type of food they could eat every day of the week.

• How could you prepare that type of food differently for a special occasion? (Examples: rice pudding, garlic bread, chicken tacos, and pasta with meatballs) • Using SG14, “My New Lyrics for ‘Bulbes,’” have students fill in their chosen type of food to eat every day of the week, using their “special occasion” food example for the meal on Saturday, or Shabbes.

• Listening to the “Bulbes” accompaniment, Track 20, and have students sing the song using their new lyrics.

Musical• Word Wall Add the words Ahava raba, klezmer music, and Yiddish to the Musical Word Wall.

37

SG

Meet Gustavo!

s out h r ob er t s o

n

Dear Musical Explo rers, Hello! My name is Gustavo, and I am a clarinetist who pla ys Klezmer music with my band, Klezmer Ju ice! I was born in Argentina, but my family is from East ern Europe. I learned music from them wh en I was very young. Re member, music is th e language that ever yone speaks, unde rs ta nds, and appreciates, wh ich means: People from all over the world can enjoy it! We ho pe that you will enjoy our Klezmer music and Yiddish songs.

I can’t wait to sh are some of my music with you at The Broad Stage!

Zay gezunt (stay healthy),

Gustavo

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Musical Explorer s C/O The Broad Stage 1310 11th Street Santa Monica, CA 90401

13

SG

14

My New Lyrics for “Bulbes” Fill in the blanks with a food you could eat every day. Don’t forget your special Saturday Dish! Draw the dish below.

Zuntik

, Montik

Dinstik un Mitvokh

, ,

Donershtik un Fraytik Shabes in a novene a

Zuntik vayter

, ,

(special dish)

!

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Lesson 2 Klezmer Music with Gustavo Lesson 1 Malian Traditional with Yacouba

Lesson 2: Exploring “Yoshke, Yoshke” Aim: How can instruments sound like the human voice?

Summary: Students explore the difference between vocal and instrumental music and learn a clapping

rhythm with the song.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages.

Standards: US 1, 3, 6, 9; VAPA Music, 1.3, 2.4, 4.2 Vocabulary: clarinet

• Sing “Yoshke, Yoshke”

• Listen to “Yoshke, Yoshke on Track 21.”

• Rhythms are very important in klezmer music.

• Different songs have different clapping rhythms so that people listening to the music can be part of the music-making.

• Listen to “Yoshke, Yoshke Rhythm” Track 22 and practice the rhythm on Track 21.

• Listen to “Yoshke, Yoshke” Track 21 and clap along.

Explore• Instruments in a Klezmer Band • Listen to “Yoshke, Yoshke” Track 21.

• The clarinet is an instruments commonly heard in klezmer music. Klezmer musicians play their instruments in a way that imitates the human voice.

• Listen to the examples of the clarinet on Track 23. Invite students to mimic back with their voices what they hear.

• What human sounds do you hear?

• “Yoshke” is a nickname for someone in Yiddish, so we can imagine that the song is the musicians talking to a friend using their instruments.

• Using what we just learned about instruments sounding like the human voice, what would you imagine the musicans might be saying to their friend Yoshke?

• Using SG15, have students draw a picture of what Yoshke and his friends could be talking about.

Explore• Instruments in a Klezmer Band Add the word clarinet to the Musical Word Wall.

40

SG

15

Yoshke, Yoshke Draw your picture of what Yoshke and his friends could be talking about.

41 41

Preparation \Indian Americana with The Honeys Lesson 1 Classical withFolk FaluMusic

Americana Music with The Honeys • x Find Our Neighborhood The Bus Driver will now take us on a journey from South Robertson, to Long Beach, to meet our next singers, Courtney, Christina, and Ann, known as The Honeys. Have students turn to SG16 and help them do the following: • Locate Gustavo in the South Robertson area.

• Locate The Honeys in Long Beach.

• Complete the activity.

42

42

SG

16

Malian Traditional with Yacouba

Lesson 1

Find The Honeys’ Neighborhood Find Gustavo in South Robertson. Find The Honeys in Long Beach.

Complete the activity below to go from Gustavo to The Honeys!

Gustavo

SOUTH ROBERTSON

_ LA_ I_ ET Klezmer music often uses the Y_ D_ I S _ language.

We learned that instruments can sound like V _ I C _ _ Gustavo plays the

The Honeys

LONG BEACH

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Americana with Lesson 1Classical Lesson 1 The Honeys Indian withFolk FaluMusic

Lesson 1: Exploring “Little Piece of Cornbread” Aim: What kinds of music are used in Americana Folk Music?

Summary: Students sing “Little Piece of Cornbread” and explore instruments used in Americana Folk Music.

Materials: Musical Explorers CD, Musical Explorers Student Guide Pages, crayons Standards: US 1, 2, 6, 9 VAPA Music 1.3, 2.1, 4.2, 5.1 Vocabulary: Americana, guitar, mandolin, washboard, mouth trumpet Meet The Honeys • Meet Courtney, Christina, and Ann of The Honeys on SG17.

Sing “Little Piece of Cornbread” • Listen to “Little Piece of Cornbread” Track 24.

• In folk music, musicians write about all kinds of events that happen in their lives, including the happy and sad times, just like in “Little Piece of Cornbread.”

• Learn the chorus to “Little Piece of Cornbread,” Track 25 and practice singing the chorus.

Explore the Instruments in Americana • Listen to “Little Piece of Cornbread” Track 24 again.

• There are four different instruments that we hear in the recording. What do you think they might be?

• The instruments played in “Little Piece of Cornbread” are the guitar, the mandolin, the washboard, Track 26, the mandoand the mouth trumpet. Explore SG18 and listen to examples of the guitar on Track 27, the washboard on Track 28, and the mouth trumpet on Track 29. lin on • Listen to “Little Piece of Cornbread,” Track 24 again and listen for each instrument.

• Break students into four groups and assign a different instrument to each group . Have students raise their hands as they hear their assigned instrument.

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44

Americana Folk Music with The Honeys Indian Classical with Falu Little Piece of Cornbread

Lesson1 1 Lesson

Lynda Dawson

Creative Extension: Everyday Instruments • Many types of music use instruments that are just regular items that make interesting sounds. That means, almost anything can be an instrument.

• The Honeys play the washboard by scraping its ridges. The washboard was originally designed for washing clothes before there were washing machines.

• What other things can be used as instruments?

• Invite students to bring an item from home that can be used as an instrument.

• What is this item normally used for?

• How can you use it as an instrument?

• Create a homemade band and play along with The Honeys in “Little Piece of Cornbread,” Track 24.

Musical Word Wall Add the words, Americana, guitar, mandolin, washboard, and mouth trumpet to the Musical Word Wall.

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45

SG

Meet The Honeys!

17

Courtney

Christina

n

An

Dear Musi cal Explor ers, Hello from Long Bea ch! We ar friends w e The Ho ho love to neys, thr si ng togeth ee Cour tney er. Our n (I’m tall a a m e s n d have re are brown ha d hair,) A ir and pla nn (I hav y the guit (I have cu e ar,) and rly hair a Christina nd freckle , singing w s). We eac hen we w h began ere very at it ever y o ung and since. Our h ave been favorite p American ar t of sin a music is g in g that you at all, exc don’t nee ept the in d anything strument our voice we are all s. We can b orn with: ’t wait to h favorite so ear you si ngs with n g our us at The Broad St age!

Your frien ds, The Hone ys Cour tney , Ann

, and Chr istina

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Musical E xplorers c/o The B road S tag e 1310 11th S t.

Santa Mo nica , CA 90401

SG

18

Malian Traditional with Yacouba

Lesson 1

Instruments of Americana Music

Mandolin

Guitar

Washboard

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Lesson 2 Americana The Honeys Lessonwith 1 Indian Classical with Folk Falu Music

Lesson 2: Learning “Who’s Gonna Be Your Man?” Aim: How do we use our bodies to explore the rhythmic patterns in Americana Music?

Summary: Students will learn a body percussion pattern with “Who’s Gonna Be Your Man?” Materials: Musical Explorers CD, Musical Explorers Student Guide Pages Standards: US 3 VAPA Music 2.4, 3.4 Vocabulary: body percussion

Explore• Body Percussion in “Who’s Gonna Be Your Man?” • Listen to “Who’s Gonna Be Your Man?,” Track 30.

• As you listen, move, clap, or stomp along to the beat.

• The Honeys move along with their music too. They use something called body percuission.

• Body percussion is using your body to add rhythm to a song.

• Listen to the body perciussion sample in Track 31 and use SG19 to practice it.

• Listen to “Who’s Gonna Be Your Man?,” Track 30 again and perform the body percussion pattern along with the song.

Create Your Own Body Percussion • Discuss all the ways we can make percussion with our bodies (ie, stomping, clapping, patting, snapping, etc.)

• In “Who’s Gonna Be Your Man?,” the pattern of body percussion is STOMP (A), CLAP (B), STOMP (A), CLAP (B), PAT (C) - A, B, A, B, C. • Using SG20 as a guide, have students create their own body percussion pattern to go with “Who’s Gonna Be Your Man?” using the A, B, A, B, C model.

• Perform your new body percussion patterns with “Who’s Gonna Be Your Man?,” Track 30 • During the body percussion section, invite students to improvise using their own body percussion or classroom instruments.

Musical Word Wall Add the word body percussion to the Musical Word Wall.

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Malian Traditional with Yacouba

Lesson 1 SG

19

“Who’s Gonna Be Your Man?” Body Percussion A

B

A

Stomp

Stomp

Clap

right

B

left

C

Clap

Pat

49 49

SG

20

Malian Traditional with Yacouba

Lesson 1

Create your own Body Percussion Pattern Draw or write your body percussion movements below.

A

B

B

C

A

Try your pattern all together!

Share it with the class!

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50

Lesson 1 Introduction Concert Experience

The Concert • Review the diverse artists the students have encountered so far.

— Magda (Greek Folk Music) — Gustavo (Klezmer Music) — The Honeys (Americana Folk Music) • Look at SG2-3 and have students find the countries represented on the map.

• What do you remember about the artists and their music? Brainstorm a list of responses with the students.

• Listen to a brief excerpt by each of these artists on the Musical Explorers CD. • As a class, brainstorm some questions the students could consider during the concert. Have the students try to answer the questions for one another after attending the performance.

• Lead a discussion with students about the roles of performer and audience member (or listener) during a concert. Brainstorm ideas about these roles and document them on chart paper. Have students narrow down the list by voting on their favorite two ideas per role.

• Divide the class in half, with one half acting as performers and the other half acting as audience members for a song from Musical Explorers. Facilitate a reflective discussion with students about how each group did. Invite the groups to share one aspect of what they liked and one thing that could be improved for themselves and the other group. Perform the song again, switching so that the students take on the opposite role. Repeat the reflection.

• to The Broad Stage!

Let’s Go

The Bus Driver now takes us from each of our artists’ neighborhoods to The Broad Stage in Santa Monica, where we will meet and hear our singers, Magda, Gustavo, and The Honeys. Have students turn to SG21 and help them do the following: • Find Magda, Gustavo, and The Honeys on the map.

• Find The Broad Stage in Santa Monica.

• Complete the maze that takes each of them to Santa Monica.

• Concert After the

• Reflect on your concert experience with your students by completing SG22-23.

• Share your reflections with The Broad Stage by e-mailing us your students’ work at education@thebroadstage.com.

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SG

Find The Broad Stage Find Magda in Pico-Union; Gustavo in the South Robertson area; and The Honeys in Long Beach. In the maze, draw the path from each of them to The Broad Stage in Santa Monica. Let’s go!

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21

SG

22

What Did You See and Hear at The Broad Stage?

Draw pictures of your trip to The Broad Stage below.

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SG

23

Who Is Your Favorite Artist?

Write a letter to your favorite artist. Be sure to include your favorite part of the concert and your favorite song from the concert.

Dear

,

Your friend,

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Additional Information Glossary Accordion - a box-shaped musical instrument with a keyboard and bellows. It is played by pushing and pulling apart the bellows while pressing buttons or keys Ahava raba a mode often used in klezmer music

Mouth trumpet - a vocal technique where one uses his or her own voice to mimic the sound of a turmpet Pattern - a distinct arrangement of visual designes of soiunds (often repeating)

Americana - a style of music that incorporates various styles of American music, including bluegrass, R&B, folk, and country

Vibrations - the movement of air

Body percussion - when one uses his or her body to create rhythm for a song

Yiddish - a German language historically used by Ashkenazi Jews

Call and response - a pattern used in songs, where the lead singer calls one line, and other band members or the audience respond with another line

Washboard - a tool that is meant for washing clothing, but is also used as an instrument

Chorus - a repeating melodic and lyrical line in music Clarinet - a member of the woodwind family. It uses a reed, and has a cylindrical shape with a flared bell at one end Explorer - a person who uses his or her senses to learn about something Guitar - a string instrument, usually with six strings. The strings are usually plucked or strummed Klezmer music - style of secular music played in Jewish communities during joyful celebrations, such as weddings Lyrics - words in a song.

Mandolin - a string instrument that is usually plucked, or picked Mode - a special and unique set of notes in a scale

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Standards Addressed Unit

National Standards

California VAPA Music Standards

Introduction

1, 2, 6, 7, 8, 9

2.1, 2.4, 4.2

Greek Music with Magda

1, 3, 5, 6, 8, 9

1.1, 2.1, 2.4, 3.3, 3.4

Klezmer Music with Gustavo

1, 2, 3, 6, 9

1.3, 2.1, 2.4, 3.1, 4.2, 5.1

Americana Folk Music with The Honeys

1, 2, 3, 6, 9

1.3, 2.1, 2.4, 4.3, 4.2, 5.1

National Standards for Music Education Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9

Singing varied reportoire of music alone and with others Performing varied repoertoire of music alone and with others Improvising melodies, variations and accompaniments Composing and arranging music within specified guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture

Visual and Performing Arts Framework for California Public Schools (VAPA): Music

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music Students read, notate, listen to, analyze, and describe music and other aural information,using the terminology of music.

1.1 Read, write, & perform simple patterns of rhythm and pitch, using beat, rest, & divided beat (two sounds on one beat) 1.3 Identify common instruments visually and aurally in a variety of music 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate 2.1 Sing with accuracy in a developmentally appropriate range.

2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.

3.0 HISTORIOCAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Music Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1 Recognize and talk about music and celebrations of the cultures represented in the school population 3.3 Use a personal vocabulary to describe voices, instruments, and music from diverse culture 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments AboutWorks of Music Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

3.1 Recognize and talk about music and celebrations of the cultures represented in the school population 3.3 Use a personal vocabulary to describe voices, instruments, and music from diverse culture 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1 Recognize and explain how people respond to their world through music

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Standards Addressed, cont.

Common Core Capacities

Through hands-on classroom activities and one culminatig interactive performance, Musical Explorers helps to address Common Core Capacities for College and Career Readiness, empowering students throguh learning activities in which they • demonstrate independence • build strong content knowledge • respond to the varying demands of audience, task, purpose, and discipline • comprehend as well as critique • value evidence • come to understand other perspectives and cultures The Musical Explorers curriculum focuses on building music performance skills, content knowledge, and creativity, while developing core capacities in English language arts and mathematics. Through active listening, describing and analyzing repertoire, writing activities, and a focus on the perspectives of other cultures and communities, Musical Explorers provides students with the opportunity to put these core capavities to use in a music domain.

Acknowledgements Recordings

“Musical Explorers Song,” By Daniel Eliot © 2007 Daniel Levy and SCAP. Performed by Shanna Lesniak-Whitney and Shane Schag.

“Tik Tik Tak” traditional Greek song. Performed by Banda Magda.

“Trata” traditional Greek song. Performed by Banda Magda.

“Bulbes” traditional Yiddish folk song. Performed by Yale Strom, Elizabeth Schwartz, Norbert Stachel, and Peter Stan.

“Yoshke, Yoshke” Traditional Yiddish Song. Performed by Klezmer Juice.

“Little Piece of Cornbread” by Lynda Dawson of Kickin’ Grass. Performed by Honey Whiskey Trio “Who’s Gonna Be Your Man?” Traditional African-American Folk Song. Performed by Honey Whiskey Trio All scores reprinted with permission. All recordings © 2015 The Carnegie Hall Corporation, except for Honey Whiskey Trio Recordings.

Photos Artist Photos: Magda courtesy of Magda Giannikou (Credit: Christos Predoulis), Gustavo courtesy of Gustavo Bulgach, The Honeys courtesy of Honey Whiskey Trio, SG8, SG21, SG22, The Broad Stage courtesy of Ben Gibbs, All other photos courtesy of Creative Commons

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58

Audio Track List

Student Guide Pages

1.

“Musical Explorers Song” 2.

“Musical Explorers Song” Accompaniment 3.

“Warm Up Rhyme” 4.

“Sirens” 5.

“Yawning Kittens” 6.

“Floating Balloon” 7.

Rhythmic Patterns 8.

“Tik Tik Tak” 9.

“Tik Tik Tak” (chorus part 1) 10. “Tik Tik Tak” (chorus part 2) 11. “Tik Tik Tak” (accompaniment) 12. “Tik Tik Tak” (pronunciation) 13. Accordion 14. “Trata” 15. “Trata” (chorus) 16. “Trata” (pronunciation) 17. “Bulbes” 18. “Bulbes” (pronunciation) 19. Ahava raba mode 20. “Bulbes” (accompaniment) 21. “Yoshke ,Yoshke” 22. “Yoshke, Yoshke” Rhythm Clapping 23. Clarinet 24. “Little Piece of Cornbread” 25. “Little Piece of Cornbread” (chorus) 26. Guitar 27. Mandolin 28. Washboard 29. Mouth Trumpet 30. “Who’s Gonna Be Your Man?” 31. “Who’s Gonna Be Your Man Body?”

Percussion

Welcome!

World Map Musical Explorers Song Postcard Patterns Magda’s Neighborhood Meet Magda Sound Patterns Accordion Gustavo’s Neighborhood Meet Gustavo My New Lyrics for “Bulbes” Yoshke, Yoshke Honeys’ Neighborhood Meet The Honeys Americana Folk Instruments Body Percussion Pattern Create your Own Body Percussion Find The Broad Stage What did you see and hear?

Letter to Your Favorite Artist

1 2-3 4 5-6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

59

Weill Music Institute

thebroadstage.com/musicalexplorers carnegiehall.org/musicalexplorers

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