MUSICAL ENCOUNTER
The Broad Stage and The Colburn School present
Musical Encounter
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STUDENT MATINEE
WED APR 25 & THURS APR 26 10 AM & 12:30 PM Grades 3-5 THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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Jane Deknatel Director, Performing Arts Center EDUCATION & COMMUNITY PROGRAMS STAFF Ilaan E. Mazzini, Director of Education & Community Programs Alisa De Los Santos, Education & Community Programs Manager Mandy Matthews, Education & Community Programs Associate Reina Inui, Curriculum Specialist/Teaching Artist EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.org thebroadstage.org/education
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thebroadstage.org Education and Community Programs at The Broad Stage is supported in part by The Herb Alpert Foundation Barbara Herman, in honor of Virginia Blywise The California Arts Council Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission 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 Sidney Stern Memorial Trust Sony Entertainment Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles.
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THE BROAD STAGE 1310 11th Street Santa Monica, CA 90401 Box Office 310.434.3200 Fax 310.434.3439 info@thebroadstage.org
MUSICAL ENCOUNTER
Greetings from The Broad Stage! Dear Educators,
The Colburn School has over 1600 students currently enrolled in the Conservatory of Music, the Music Academy, Community School of Performing Arts, and Dance Academy. At The Colburn School, not only do students learn how to play their instruments at the highest standard, they also learn about music theory, ear training, chamber music, and orchestra. Most importantly we stress the significance of diversity and inclusion in our community and school. When I was a student at The Colburn School, Dr. Herbert Zipper (1904-1997), gave me many opportunities to perform with his Zipper Orchestra throughout the LAUSD schools. He escaped the Dachau Concentration Camp in the 1930’s and despite his hardship and pain, became an arts advocate in Los Angeles years after the war. His life and legacy can be traced through the 1995 Oscar nominated short documentary, Never Give Up: The 20th Century Odyssey of Herbert Zipper. Today we have a beautiful Zipper Concert Hall named in his honor at the school. I am very grateful and proud of the spirit he has passed on to all of us. The Colburn School is proud to present Musical Encounter to you and your students at The Broad Stage. We are thrilled that three of our current conservatory students are performing in the program; a flautist (woodwind), cellist (string), and marimbist (percussion). We will keep it serious but silly at the same time. The students may be asked to do a round (AKA canon or fugue) so please make sure before attending the concert that everyone feels comfortable with the English lyrics to Row, Row, Row Your Boat. Music and art can be interpreted in so many different ways. Thus, it stretches our imagination and makes us more flexible as people. It is my hope that each child who attends the Musical Encounter Student Matinee takes home with him/her something that is meaningful to them in their own way. This is why we have different approaches to music comprehension in the lessons shared in this Study Guide. The first lesson with geometric figures are for those children who are more creative visually and analytical. The second lesson is for those who enjoy making lyrics or beating time like a live performer. The third lesson is for those who are excited about math and especially fractions which they are currently learning. Thank you so much for your patience and dedication. Your passion for children is what makes the world brighter. We are forever grateful! Very Best, Reina Inui, The Colburn School
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It is truly my privilege and honor to work with you and collaborate on the curriculum. The Colburn School and The Broad Stage have had a long standing relationship, bringing classical music to audiences. The Colburn School located in downtown Los Angeles is one of the foremost conservatories in the world today. It is across the street from the Walt Disney Concert Hall, the home of LA Philharmonic, and the Broad, the magnificent contemporary art museum.
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Contents Lessons Introduction to Classical Music - 5 Lesson 1: Orchestra and Instruments - 6 Handout 1: Orchestra Guide - 9 Handout 2: Orchestra Family Descriptions - 10 Handout 3: Piano - 11 Handout 4: Marimba - 12
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Handout 6: Flute - 14 Lesson 2: Time Signature and Conducting - 15 Handout 7: Conducting 101 - 18 Lesson 3: Rhythm and Math - 19 Handout 8: Sheet Music Worksheet - 21 Handout 9: Fractions in Music - 22 Handout 10: Create your Own Measure - 23 Lesson 4: Diversity in Musical Encounter - 24
Additional Resources Glossary – 26
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Handout 5: Cello - 13
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Introduction to Classical Music Review the history of classical music as a class. Classical music is played on a variety of instruments as well as by small ensembles and orchestras. Since the 1600’s, famous composers have given Western music particular structures and styles. Their music is still enjoyed and performed all over the world today. The history of classical music reflects that of Europe as a whole rather than that of a single nation or culture. This long and complex story is divided up into rough periods such as Baroque (1600-1750), Classical (1750-1820), and Romantic (1820-1910). Watch PBS Kids’ short video of the history of classical music to gain a better understanding. https://www.youtube.com/watch?v=e7wEsP7Bm6o
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An orchestra is a group of an instrumental ensemble typical of classical music which features string, woodwind, brass and percussion instruments. Review the sections of the orchestra as a class by using Handout 1. Listen to Beethoven’s 9th Symphony and encourage students to listen for the different sections of the orchestra. https://www.youtube.com/watch?v=t3217H8JppI After listening, ask students to share what they heard. Was the piece loud or soft, short or long, fast or slow?
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Discuss classical music with your students. Where have you heard classical music being played? What does classical music sound like to you?
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Lesson 1: Orchestra and Instruments Lesson at a Glance
Objective: Listen and learn the parts of four key instruments that are played in the Musical Encounter performance, explore the shapes (circle, rectangle, square, triangle, etc.) that make up each instrument and draw the instrument using the information from the shapes. Duration: 90 minutes
Standards: CCSS Math, Grade 3.G: 2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. CCSS Math, Grade 4.G: 1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. VAPA Music, Grade 3: 1.4 Identify visually and aurally the four families of orchestral instruments and male and female adult voices. VAPA Music, Grade 4: 1.5 Describe the way in which sound is produced on various instruments. Concepts/Vocabulary: Orchestra – group of an instrumental ensemble typical of classical music that features string, woodwind, brass and percussion instruments. Instrument – a tool used to make music. Piano – part of the percussion family; a large keyboard musical instrument with a wooden case enclosing a soundboard and metal strings, which are struck by hammers when the keys are depressed. Marimba – is a percussion instrument consisting of a set of wooden bars struck with mallets called knobs to produce musical tones. Resonators or pipes suspended underneath the bars amplify their sound. Cello – is a bowed, and sometimes plucked, string instrument with four strings tuned in perfect fifths. Flute - a keyed woodwind instrument consisting of a cylindrical tube which is stopped at one end and which has a side hole over which air is blown to produce the tone. Shape – the form of an object. Two-Dimensional (2D) – an object that has length and height, but no depth; circle, rectangle, etc. Three-Dimensional (3D) – an object with length, width, and height; cylinder, cube, etc. Guiding Questions: What shapes can we use to draw our own piano, marimba, cello and flute? What is the difference between a two-dimensional and three-dimensional shape? What dimension is an instrument when we see it at the theater?
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Materials: Handout 1: Orchestra Guide, Handout 2: Orchestra Family Descriptions, Handout 3: Piano, Handout 4: Marimba, Handout 5: Cello, Handout 6: Flute, paper, pencil, colored pencils or crayons, internet access
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Lesson Plan
Part 1: What are the instruments that make up an orchestra? There are many different instruments in an orchestra and they are organized based on the way they are played. An orchestra contains four main families of instruments: string, woodwind, brass and percussion. Introduce your students to the four families of an orchestra. Pass out Handout 1: Orchestra Guide and review the different kinds of instruments in each family. Ask your students: Why are these instruments categorized together? What do the instruments in this family have in common? What makes the family of instruments important to an orchestra? Review and define each family together using Handout 2: Orchestra Family Descriptions.
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Using Handouts 3-6, discuss the piano, marimba, cello and flute together as a class. When reviewing each instrument, listen to what they sound like when played. You can follow the YouTube links below to four short videos. Piano: https://www.youtube.com/watch?v=vsCUe3KrUj4 Marimba: https://www.youtube.com/watch?v=3v7QC6Bl_7E Cello: https://www.youtube.com/watch?v=vUMOArSP7iI Flute: https://www.youtube.com/watch?v=NEzSJW8s-V8 After listening to each instrument’s sound, ask students to describe what they heard to a partner or the larger group using descriptive words from their vocabulary. Was the sound of the instrument loud, high, soft, or low? In your own words, describe what the instrument sounded to you. Did you want to move with the music? How was the musician playing the instrument? What family do you think the instrument belongs to? What made you think that? Assessment Criteria • Demonstrate being an active listener. • Use words and adjectives from vocabulary to describe a sound. • Use new concepts to describe how the sound is being produced (e.g. strings, blowing into a mouth piece, striking a surface, etc.). Purpose: To understand how an instrument produces sound and to learn how to explain what you hear.
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TASK: Learn the parts of, listen to and describe the sound of four instruments played in Musical Encounter: piano, marimba, cello and flute.
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Mini Lesson: Drawing Lines and Recognizing Shapes Before delving into the activity, lead your students through a mini lesson of recognizing and composing shapes. First, review the difference between two-dimensional and three-dimensional shapes. What makes a shape 2D? What makes a shape 3D? Name a 2D shape and name a 3D shape. Pass out pencils and paper to students. Ask them to practice drawing the following on their paper. • Three types of lines (straight, curved, organic) • Two two-dimensional shapes • Two three-dimensional shapes (advanced) When finished, ask students to describe the lines and shapes that they drew to a partner. Part 2: Connecting Shapes with Instruments TASK: Name and count the two-dimensional and three-dimensional shapes in the piano, marimba, cello and flute in order to draw your own version. Shapes can be found in many objects in nature, even musical instruments. Review Handouts 3-6 of the piano, marimba, cello and flute as a class and find all the shapes within the instrument.
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2. As you review each instrument, ask students to further analyze the shapes based on their knowledge of two-dimensional shapes, three-dimensional shapes, and dividing shapes into halves, fourths, etc. Are there any half circles? Are there three-dimensional circles? If so, what are they called? Are there any rectangles within a larger rectangle? Can you divide a rectangle into smaller rectangles? How many are there? Can you find any cylinders or prisms? After discussing the five instruments, ask students to select one of the instruments to draw. Write the Assessment Criteria or the directions on the board to reference. 1. Select an instrument to draw. 2. While looking at the picture, draw the shapes within the instrument. 3. Connect the shapes by drawing lines. 4. Review the criteria below with students. 5. When finished, color your instrument. Assessment Criteria: • Draw correct amount of shapes in each instrument. • Compose shapes in the proper dimension. • Partition shapes into correct amount according to the instrument. Purpose: Confirm understanding in two-dimensional and three-dimensional shapes through studying musical instruments. Reflection Questions How successful were you with describing a sound you heard? Were you able to find both two-dimensional and three-dimensional shapes in the instruments? Was it easier to draw the instrument after you knew what shapes to draw? Are instruments in the same family made up of similar shapes? THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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1. Review shapes with your students, and ask them to count the amount of each shape that they see. Keep a list of the shapes on the board.
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Handout 1: Orchestra Guide
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Handout 2: Description of Orchestra Families There are four different families within an orchestra: string, woodwind, brass, and percussion.
Woodwind Family The woodwind family is the second largest section of the orchestra. These instruments use a small piece of wood called a reed to blow into a tube to produce a vibrating column of air. In the woodwind family, all of the instruments have a lot of buttons or keys. Clarinet Saxophone Oboe Flute Bassoon Brass Family The brass family is important for loud, exciting parts of the music. Sound is produced by buzzing the lips together into a mouthpiece. Trumpet Trombone Baritone Tuba Percussion Family The percussion family includes any instrument that makes a sound when it is hit, shaken, or scraped. Percussion instruments keep the rhythm and add excitement and color to the piece of music. Piano Xylophone Timpani Bass Drum Marimba Cymbals Castanets Triangle Snare Drum Tambourine Maracas Gongs Chimes Celesta
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String Family The string family is the largest section of the orchestra and uses string vibration to produce sound. Violin Viola Cello Bass
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Handout 3: Piano
Strings
Frame
Action
Case
Pedals
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Soundboard
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Handout 4: Marimba
Tone Plates
Frame
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Resonator Pipes Legs
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Handout 5: Cello
Pegs
Neck Fingerboard
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C Bout
F Hole
Bridge
Fine Tuners
Tail Piece
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Handout 6: Flute
Embouchure Hole
Headjoint
Lip Plate
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Tenon
Body
Rod System
Keys
Foot
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Lesson 2: Time Signature and Conducting
Objective: Students will be introduced to time signature, learn how to clap and conduct three different time signatures and integrate what they know about syllables to write a sentence matching a time signature of their choice. Duration: 50 minutes Materials: Handout 7: Conducting 101, pen/pencil, access to the internet, Standards: CA English Content Standards, Written and Oral English Language Conventions, Grade 3: 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. VAPA Music, Grade Three: 2.4 Create short rhythmic and melodic phrases in question-and-answer form. Concepts/Vocabulary: Time Signature – a musical notation indicating the number of beats to a measure and kind of note that takes a beat. Bar/Measure – a segment of time corresponding to a specific number of beats in which each beat is represented by a particular note value and the boundaries of the bar are indicated by vertical bar lines. Conductor – someone who leads and guides an orchestra or a group of singers in order to perform a piece. Down Beat – the first beat of each measure. Syllable – a unit of spoken language that consists of one or more vowel sounds alone or with one or more consonant sounds coming before or following. Guiding Questions: How can we represent musical patterns in with movement and language? What kind of rhythm can we discover in words?
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Lesson at a Glance
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Lesson Plan
Listen to Bach’s Contrapunctus 13, which is one of the pieces in the concert, with students. https://www.youtube.com/watch?v=mDeiHrAwubs Have students move to the beat that they hear naturally by either... • tapping their feet • bobbing their heads • waving their hands Explain that there is a very important member of the orchestra called the conductor, who ensures that all the musicians stay together when playing a piece. The conductor does this by keeping the beat with his or her arms and hands.
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Practice clapping out each time signature, clapping louder on each “1”, to emphasize the downbeat, or first beat. Distribute Handout 7: Conducting 101. Have students pick up a pen or pencil as their baton, and practice the conducting patterns of each time signature on the handout. When students feel confident with physicalizing each pattern, pick a piece to practice conducting below as a class: 2/4: Piazzola- Histoire du Tango Mvt. 1 https://www.youtube.com/watch?v=fb2crACXe7w 3/4: Ibert - Entr’acte https://www.youtube.com/watch?v=1xgbQ4diQuk 4/4: Bach - Contrapunctus 13 https://www.youtube.com/watch?v=mDeiHrAwubs
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The conductor knows which beat to keep by looking at the time signature of piece. There are many different time signatures; students will learn the following three: 2/4: Said “Two Four” and counted aloud “1, 2, 1, 2, 1, 2…” with emphasis on the “1”. 3/4: Said “Three Four” and counted aloud “1, 2, 3, 1, 2, 3, 1, 2, 3…” with emphasis on the “1”. 4/4: Said “Four Four” and counted aloud “1, 2, 3, 4, 1, 2, 3, 4…” with emphasis on the “1”.
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Composing a Musical Sentence Cluster students to small groups of four and assign each group one of the three time signatures with which to work. Task: Students will compose two sentences using their assigned time signature as a guide and present to the class. Remind students that in the same way time signatures can be counted out loud (i.e. “1,2,3,1,2,3…”), words can be counted by their syllables. For example, here are some words/phrases with… One beat: House, you, me, I, train, have, like, love, cup, phone, pen, dog, cat Two beats: Lovely, suitcase, hot dog, apple, season, necklace, cello, yummy, brother, sister, pizza Three beats: I love you, Instagram, banana, pineapple, Disneyland, way to go, hamburger Four beats: Mississippi, elevator, operator, avocado, guacamole Have students work with their groups to compose two sentences, one a question and the other a response, using words whose syllable count match students’ assigned time signature.
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Assessment Criteria: • Word choice in each sentence demonstrates an understanding of the pattern of the assigned time signature. • Students conduct musical sentences accurately. • The first sentence is a question and the second sentence is a response to the question. Purpose: Students will understand that music can be expressed physically and linguistically, as well as aurally. Reflection Questions What was difficult or easy was it to create a sentence using a time signature as a guide? How are music, movement and writing similar?
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When complete, each group will present by having a student read each sentence out loud while another student conducts each sentence.
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Handout 7: Conducting 101 A conductor is someone who leads an orchestra or a group of singers in order to perform a piece. The conductor’s main goal is to bring the score and sheet music to life through personality, body motion, musical formation and study. Conductors’ often use a baton or stick to help enlarge the movement and shape the sound. The nature of the downbeat tells the orchestra what kind of sound to produce (abrupt, delicate, smooth, etc.). Grab a pen or pencil as your baton and practice these conducting patterns below.
2
1
3
2
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Lesson 3: Rhythm and Math Lesson at a Glance
CCSS, Math, Grade 4 3.a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. CCSS, Math, Grade 4 3.b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 VAPA Music, Grade Three: 1.1 Read, write, and perform simple rhythmic patterns using eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests. Concepts/Vocabulary: Rhythm – The timing of events on a human scale; of musical sounds and silences that occur over time. Quarter Note – A note played for one beat. “Black circle with a stem.” Half Note – A note played for two beats. “Empty circle with a stem.” Whole Note - A note played for four beats. “Empty circle” Eighth Note - A note played for a half beat. Sixteenth Note - A note played for a quarter of a beat. Guiding Questions: How can we represent musical patterns in mathematical notation?
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Objective: Students will understand the mathematical nature of music and use musical rhythms to practice manipulating and adding fractions. Duration: 50 minutes Materials: Handout 8: Sheet Music Worksheet, Handout 9: Fractions in Music, Handout 10: Create your Own Measure Standards:
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Mini Lesson: Math and Musical Notes Musical notes and math are used together to compose music. Follow this activity to explore math concepts and notes with your students. First, review this chart with your students.
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Ask your students the following questions. Help them to make the connection to fractions in math. How would you draw a whole note to represent a fraction with the denominator of 4? How would you draw a half note to represent a fraction with the denominator of 4? Quarter note? Eighth note? Have students practice drawing musical notes on Handout 8. Ask your students to choose notes that complete the time signature of 4/4 in each measure. For example, if there was a half note in the first measure, draw another half note or two quarter notes to complete the time signature of 4. Practice clapping out the rhythmic values of each note that they have drawn. (whole note = 4 beats, half note = two beats, etc.) according to the above chart. Distribute Handouts 9 and 10 and have students complete them individually or with a partner. When students have worked through the Handouts, have students present their rhythmic variations to the class from Handout 10 by clapping them aloud.
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Whole Note: “Empty circle” Half Note: “Empty circle with a stem” Quarter Note: “Black circle with a stem” Eighth Note: “Black circle with a stem and a flag” Sixteenth Note: “Black circle with a stem and two flags”
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Handout 8: Sheet Music Worksheet
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Handout 9: Fractions in Music 1st Problem
Find a Common Denominator
2nd Problem
Convert Musical Notes to Fractions
Find a Common Denominator
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Convert Musical Notes to Fractions
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Handout 10: Create your own Measure How many different rhythm combinations of notes can complete the measures below?
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Lesson 4: Diversity in Musical Encounter Provided by The Colburn School “Share our similarities, celebrate our differences.” – M. Scott Peck Review diversity Discuss students’ similarities and differences, listing their responses in two columns on the board. Ask students what makes them similar to each other (e.g. grade level, classroom, living in Los Angeles, etc.). What makes them different from one another? (E.g. their name, birthday, hair color, favorite food, handwriting, etc.) Ask students if any qualities could be both shared and different (i.e., we all like music, but have different favorite songs). As a class, create a word map on the board for diversity. Ask students for their definitions, synonyms, and to provide examples of diversity in their lives.
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In the performance, we heard and saw how the different instruments all had a unique sound. This diversity created beautiful music when the musicians played together. We all carry an instrument with us at all times – our voice! We all have this instrument in common, yet, each voice is different, with its own unique timbre, or tone. When others hear our unique voice, they know it’s us. Play a quick game with students, seeing if they can identify their classmates, just based on the sound of their voice: 1. Choose a neutral word, e.g. Friday or February. 2. Ask everyone to close their eyes. 3. Tell students that if they feel your hand on their shoulder, they then say the neutral word out loud. 4. With everyone’s eyes closed, choose a student to say the word. 5. Ask the class whose voice it was. 6. Repeat several times so that students become familiar with how important the differences in our voices are. Diversity in the Musical Encounter Interactive Performance Review with students the instruments in the Trio: Marimba (and other Percussion),Flute, and Cello. If a computer is available, watch some of the links above to review the music heard in the performance.
Thinking back to the end of the performance: “Nobody wants to be limited. Especially you!”- Minji to Charlie
Discuss with students that any three instruments can create a trio: The trio in the Musical Encounter performance was not one “typically” seen on stage together. A trio can play any genre, or type, of music, too! In music, harmony happens when two or more notes are played at the same time. When all three musicians in the trio play different notes in the music, they worked together to create harmony. The different notes played by each instrument harmonize together to create a unique sound that none of the instruments could make by itself.
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Diversity in Sound
MUSICAL ENCOUNTER
Discuss with students where diversity was demonstrated in the performance through the musicians’ actions or words. Example questions: How was the trio diverse? Could they create the music you heard if there was only one note? How did diversity help the musicians create something new? If a computer is available, watch the link below. Ask students to listen to how the different sounds each instrument makes work together to create some really cool music. Do the diverse instruments create harmony? ***In the video below, Joey Alexander is only 11 years old! “It Might as Well Be Spring” performed by the Joey Alexander Trio https://www.youtube.com/watch?v=wp61a0OrbbY
Example questions: Why is it important to learn different subjects at school? Why is it important to eat different foods? Why is it important to respect others’ differences? “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.” – Maya Angelou Discuss with students that diversity is a key ingredient for creativity and innovation. Remind students of the song Leeav taught us, with the lyric “we are limitless”. If there were only one letter, we couldn’t create words to read. If there were only one color to paint with, what would art look like? If there were only one musical note, we wouldn’t have the music we love today. Invite students to draw/color/paint a tree that symbolizes diversity to them. The tree can be any type, color, shape they desire. When students are done, compare and contrast the diversity in their art. Optional: Ask students to write a description of their tree. Why did they choose those elements, colors, etc.? Invite them to present their written descriptions to the class. Closing As a class, refer back to the word map of diversity created on the board together. Now that we’ve discussed some different examples of diversity, discuss with students whether there are any other definitions, synonyms, or examples that could be added to the word map.
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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17\18 SEASON
Diversity in Our Lives Discuss with students where and why diversity is important in our lives.
MUSICAL ENCOUNTER
Glossary Bar/Measure – a segment of time corresponding to a specific number of beats in which each beat is represented by a particular note value and the boundaries of the bar are indicated by vertical bar lines. Cello – is a bowed, and sometimes plucked, string instrument with four strings tuned in perfect fifths. Conductor – someone who leads and guides an orchestra or a group of singers in order to perform a piece. Down Beat – the first beat of each measure. Eighth Note - a note played for a half beat. Flute - a keyed woodwind instrument consisting of a cylindrical tube which is stopped at one end and which has a side hole over which air is blown to produce the tone. Half Note – a note played for two beats. “Empty circle with a stem.” Instrument – a tool used to make music.
17\18 SEASON
Orchestra – group of an instrumental ensemble typical of classical music that features string, woodwind, brass and percussion instruments. Piano – part of the percussion family; a large keyboard musical instrument with a wooden case enclosing a soundboard and metal strings, which are struck by hammers when the keys are depressed. Quarter Note – a note played for one beat. “Black circle with a stem.” Rhythm – The timing of events on a human scale; of musical sounds and silences that occur over time. Shape – the form of an object. Sixteenth Note - a note played for a quarter of a beat. Syllable – a unit of spoken language that consists of one or more vowel sounds alone or with one or more consonant sounds coming before or following. Time Signature – a musical notation indicating the number of beats to a measure and kind of note that takes a beat. Two-Dimensional (2D) – an object that has length and height, but no depth; circle, rectangle, etc. Three-Dimensional (3D) – an object with length, width, and height; cylinder, cube, etc. Whole Note - a note played for four beats. “Empty circle”
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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THEBROADSTAGE.ORG/EDUCATION
Marimba – is a percussion instrument consisting of a set of wooden bars struck with mallets called knobs to produce musical tones. Resonators or pipes suspended underneath the bars amplify their sound.