The Northwest Indiana Symphony Orchestra And Conductor Kirk Muspratt Present

Mary Elizabeth Hannah

Children’s Concerts

Patriotic Pride: America’s History through Music

Wednesday, November 10, 2010 9:30 & 10:45 am Star Plaza Theater

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Mary Elizabeth Hannah Children’s Concerts

Presented by

Northwest Indiana Symphony Orchestra

Kirk Muspratt, Music Director and Conductor

Star Plaza Theatre Merrillville, Indiana

Wednesday, November 10, 2010 9:15 and 10:45 a.m.

“Patriotic Pride: America’s History through Music”

Stafford Smith/Key The Star-Spangled Banner Williams The Patriot Gould American Salute Copland A Lincoln Portrait

Arr. Stephenson Sing Along, America! Copland Fanfare for the Common Man Arr. Lowden Armed Forces Salute Greenwood God Bless the U.S.A. Leslie Ann Lopez, Mezzo Soprano Sousa The Stars and Stripes Forever

This concert is generously sponsored in part by:

Community Healthcare System

Geminus Prevention Services

Porter County Community Foundation

Target

Walmart

The Dean & Barbara White Family Foundation, Inc.

Star Plaza Theatre

Kappa Kappa Kappa, Inc., Beta Rho Chapter

Mr. & Mrs. Glenn C. Hannah in honor of Mary Elizabeth Hannah

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August 2010 Dear Educators: Welcome to “Patriotic Pride: America’s History through Music!” During this pro-gram, students will learn melodies to patriotic compositions that trace benchmark moments in American History. The concert will highlight the music of the Revolutionary, Civil and World Wars as well as composer Aaron Copland through his Lincoln Portrait and Fanfare for the Common Man. Students can participate and sing-along* with the orchestra after having learned the official anthems of our Armed Forces. Since educators are often asked to teach “across the curriculum,” this packet contains activities that will help you meet some of the Indiana State Standards for music, art, language arts, social studies, math, and science. These lesson plans help students un-derstand the relationship among music, art, and other subject areas. Inside this packet, you will find: 1. Concert Guidelines 2. Information about the composers, program notes, lyrics and suggested activities 3. A compact disc containing recordings of the program music 4. Information about the orchestra, the conductor, and the concertmaster 5. A Concert Survey We hope that this information will prove useful and that you and your students will have a wonderful concert experience. Please be sure to let us know what you think by com-pleting the survey and returning it to us. Thank you for sharing your students with us! Sincerely, Emily Warner Education Coordinator * Please note: Students will be invited to stand and sing along to “The Star-Spangled Banner” and “God Bless America.” We realize that some students may not participate in these portions of the concert for various rea-sons. Students are not required to stand and sing. If for any reason you have a student who does not wish to participate, please discuss this with individual students prior to the concert.

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Concert Guidelines Please Read!

1. It is so helpful if you reserve time before each concert to:

A. Permit the students to listen to the provided compact disc of the music they will be hearing at the concert. B. Encourage discussion of the songs they hear in the recordings and the historical

events that correspond to each piece. C. Invite discussion concerning their visit to the Star Plaza Theatre and concert etiquette. Loud, continuous talking or extreme restlessness is disturbing to neighbors, to the conductor, and to the musicians on stage. A discussion of appropriate listening behavior helps to satisfy Standards 6 and 8 of the Indiana Standards for Music Education (See, e.g., 3.6.6, 4.6.7, 5.8.4, and 6.8.4).

2. Upon arrival, follow the directions of the ushers. Students are seated by arrival. No seats are reserved. 3. All students should be in their seats at least 5 minutes before the downbeat. It is very important to start exactly on time. 4. No food of any kind, including chewing gum, is permitted in the theatre. 5. The use of cameras and tape recorders is strictly prohibited. 6. Concerts last about 50 minutes. We strongly urge that students, teachers, and chaperones remain in their seats for the entire concert. 7. Restrooms are located in the lobby of the theatre. Because of the large numbers of students who attend each concert, these areas can become congested, especially between concerts. Please allow time for your students to visit the restroom before boarding the bus to come to the concert. If a student must visit the restroom during the concert, it is recommended that a teacher accompany him or her. 8. After the concert, all students will follow the directions of the ushers to exit the theatre. 9. Be sure your buses are clearly marked for speedy identification.

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The Star-Spangled Banner (1814) John Stafford Smith (1750-1836), Music

Francis Scott Key (1779-1843), Lyrics Track 1: Orchestral Version

Track 2: Vocal Please ask students to stand and sing with the orchestra.

Francis Scott Key The lyrics come from “Defence of Fort McHenry,” a poem writ-ten in 1814 by Francis Scott Key, an attorney, after witness-ing the bombardment of Fort McHenry by the British Navy in Chesapeake Bay during the

War of 1812. He wrote the first stanza of a poem inspired by the American Flag he saw fly-ing over the fort the next morning. He later added four more stanzas. Key’s brother-in-law realized it fit the tune of “To Anachreon in Heaven.”

Here is the First Verse of “The Star-Spangled Banner.”

Only the first verse is commonly sung today.

O! Say can you see by the dawn's early light, What so proudly we hailed at the twilight's last gleaming, Whose broad stripes and bright stars through the perilous fight, O'er the ramparts we watched, were so gallantly streaming. And the rockets' red glare, the bombs bursting in air, Gave proof through the night that our flag was still there; O! Say does that star-spangled banner yet wave, O'er the land of the free and the home of the brave?

About the Music Key’s words and Stafford Smith’s music became a well-known and recognized patriotic song throughout the United States. In 1931, “The Star-Spangled Banner” was adopted as the official national anthem of the United States as signed into law by President Herbert Hoover. In 1916, President Woodrow Wilson ordered that “The Star-Spangled Banner” be played at military and other appropriate occasions. While the anthem was played during baseball games as early as 1918, the tradition of performing the anthem before baseball games began during World War II. Today the anthem is performed before the beginning of many orchestra concerts and many sports events throughout the United States. The United States custom is to stand at attention facing the flag with the right hand over the heart.

John Stafford Smith English Composer, Singer and Organist, John Stafford Smith was a member of the Anachreonic Society (an 18th century Gentlemen’s club named after a 6th century Greek poet). In 1780 Stafford

Smith composed a piece music that became the official song for the club titled: “To Anachreon in Heaven.” The melody became popular in England and America and eventually became the basis for “The Star-Spangled Banner.”

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Suggested Activities U.S. Historical Highlight: War of 1812 Sing Along (Music Standard 1) At the concert, students will be invited to stand and sing along. Play both the orchestral and vocal versions of the song with your students and have them practice standing and singing along. Teach them the performance practice to stand and sing with their hand over their heart.

Learn about “The Star-Spangled Banner” (Music Standards 8 & 9 and Social Studies Standard 1) The Smithsonian National Museum of American History has a wonderful online exhibition of “The Star-Spangled Banner.” Check out their website for a wealth of information about the War of 1812, the flag, the Star-Spangled Banner song, and flag rules and rituals. The website is www.americanhistory.si.edu/starspangledbanner. Poetry & Lyrics Project (Music Standards 1, 5, & 6, Language Arts Standard 3 & 5) “The Star-Spangled Banner” sets different words to the melody of “To Anachreon in Heaven.” Simi-larly, “My Country, ‘tis of Thee” uses the same melody as “God Save the Queen.” Several different lyrics can be set to the same melody. Think about these common songs: “Twinkle, Twinkle, Little Star;” “The ABC’s;” and “Ba Ba Black Sheep.” These three songs all use the same melody. Do you know any songs that have different lyrics but use the same tune or melody? Have students change the lyrics to a common tune or melody to create a new song. Be sure to show students the rhyming and rhythmic pattern to the words. Lyrics are often created the same way that poetry is written. The lyrics for the songs below all use an ABA format

The Star-Spangled Banner (1814) John Stafford Smith (1750-1836), Music

Francis Scott Key (1779-1843), Lyrics Track 1: Orchestral Version

Track 2: Vocal

Twinkle, Twinkle, Little Star Twinkle, Twinkle, Little Star How I wonder what you are? Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, Little Star How I wonder what you are? Baa, Baa, Black Sheep Baa, Baa, Black Sheep, have you any wool? Yes Sir, Yes Sir, three bags full. One for my master, one for my dame. One for the little boy who lives down the lane. Baa, Baa, Black Sheep, have you any wool? Yes Sir, Yes Sir, three bags full.

New (scientific) words using the same melody Scintillate, scintillate, globular vivific! Oh, how I fathom thy nature specific-- Loftily poised in ether capacious, Closely resembling a gem carbonaceous; Scintillate, scintillate, globular vivific, Oh, how I fathom thy nature specific!

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Suggested Activities U.S. Historical Highlight: American Revolution Art Project (Music Standards 6, & 8, Visual Art Standard 7) The music and movie portray several open landscapes of the “New World” of the early colonies. Have students draw a landscape while listening to The Patriot by John Williams. Think about a place you love and how you feel when you are there. Let the music inspire lines, shapes and color choices.

The Patriot (2000) John Williams (b. 1932)

Track 3: Highlights from The Patriot

About the Composer An American composer, conductor, and pianist Williams was drafted into the Air Force in 1952, where he conducted and arranged music for the Air Force bands. When discharged in 1954, he studied at Julliard. In a career that spans six decades, Williams has written many famous film scores, such as the scores for Jaws, Star Wars, Superman, E.T. The Extra-terrestrial, Raiders of the Lost Ark, Jurassic Park, Schindler’s List, and Harry Potter. He has written the theme music for four Olympics and was the conductor of the Boston Pops from 1980-1993.

About the Movie The Patriot takes place in South Carolina in 1776 at the beginning of the American Revolution just as the Declaration of Independence is about to be signed. Benjamin Martin is The Patriot who wants no part in a war with Britain. Mean-while, his two eldest sons, Gabriel and Thomas, cannot wait to go out and fight. When South Carolina decides to go to war with Britain, Gabriel immediately signs up to fight without his father's permission. Gabriel is soon captured by the infamous British Colonel Tavington (head of the Green Dragoons cavalry). As Gabriel is taken away, his bother Thomas attempts to help. However,

Thomas is killed. Benjamin now seeks revenge for his son’s death, leaving behind his five children to bring independence to the thirteen colonies.

About the Music Throughout this work, Williams holds one's attention by providing the listener with variety. Each section of music in this piece depicts a different character or event in the movie. Listen for the main theme played by the flute – it evokes thoughts of the simple joys of the New World, its ideals and the physical beauty of the landscape. The next section uses both trumpet and flute melodies with a snare drum to depict the sound of an army marching into battle. The drum, flute and horns were actual instruments that the cavalries used: portable, precise and loud. Listen for the rich colors in the movement as the music moves you from one emotion to the next.

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About the Music Morton Gould wrote “American Salute” overnight in order to have it ready for a patriotic World War II radio broadcast. This piece is a short set of variations on the Civil War song "When Johnny Comes Marching Home." Gould incorporated several sound effects including a sputtering, machine-gun fanfare that resolves into a quiet woodwind statement of the theme over a staccato accompaniment that represents Morse code. The theme is restated with different instru-ments, always with that quick, repeated rhythm, until the brass section breaks out with its own bombastic, syncopated treatment halfway through. The frenzy resolves into a Taps-like approach, with the woodwinds and strings then interjecting a bit of humor before the full orchestra revs up with an energetic statement leading to a rapid-fire finale. The work was premiered in 1943 on the radio show, "Cresta Blanca Carnival," with Gould conducting.

“I’ve always felt that music should be a normal part of the experience that surrounds people. It’s not a special taste. An American composer should have some-thing to say to a cab driver.”

- Morton Gould

About the Composer Morton Gould, a life-long resident of Long Island, was an eclectic composer of more than 1000 works including popular music, film scores, children’s songs, and Broadway shows. During the Depression, he dropped out of high school to earn money for his family by working in movie theaters as a

pianist. At 21, he conducted and arranged orchestral pro-gramming for WOR radio in New York. During the 1930’s and 1940’s, his works were heard on the radio by mil-lions of listeners. A supporter of education, he believed that the arts are what make us civilized.

American Salute (1943) Morton Gould (1913-1996)

Track 4

Suggested Activity U.S. Historical Highlight: Civil War Learn the Melody (Music Standards 1, 7, 8) Teach students the words to both “When Johnny Comes Marching Home” and “The Ants Go March-ing.” These songs use the same melody. Have students sing and do the motions of the “Ants Go Marching Song” in order to help learn the melody that they will then recognize in “American Sa-lute.” Interactive Instrument Identification (Music Standards 6) Several instrument families are featured in “American Salute.” Copy the instrument family and “Ant Ensemble” sheets included for students and have them study. Play Track 4 and have students hold up the signs or stand when they hear each instrument family: Strings, Percussion, Brass, Wood-winds. Be sure to discuss the specific highlighted instruments with students: Bassoon & Bass Clari-net; Flutes & Piccolo; Horns & Trombones; Harp; Bells and Timpani. The San Francisco Symphony (www.sfskids.org) has a wonderful introduction to instruments of the orchestra, with sound bites for each instrument.

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When Johnny Comes Marching Home Verse 1 When Johnny comes marching home again Hurrah! Hurrah! We'll give him a hearty welcome then Hurrah! Hurrah! The men will cheer and the boys will shout The ladies they will all turn out We'll all feel happy When Johnny comes marching home.

The Ants Go Marching The ants go marching one by one, hurrah, hurrah The ants go marching one by one, hurrah, hurrah The ants go marching one by one, The little one stops to suck his thumb And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! Continue in this manner, substituting the following numbers and words: 2 x 2, to tie his shoe 3 x 3, to climb a tree 4 x 4, to shut the door 5 x 5, to take a dive 6 x 6, to pick up sticks 7 x 7, to pray to heaven 8 x 8, to roller-skate 9 x 9, to check the time 10 x 10, to shout "THE END!"

American Salute (1943) Morton Gould (1913-1996)

Lyrics

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STRIN

G AN

TS

12

13

WO

OD

WIN

D AN

TS

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BR

ASS ANTS

16

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PERCU

SSION

ANTS

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A Lincoln Portrait (1942) Aaron Copland (1900-1990)

Track 5

About the Music In 1942, shortly after the U.S. entered World War II, conductor Andre Kostelanetz commissioned Aaron Copland to compose a work to fortify and comfort people during that time of na-

tional distress. Copland felt overwhelmed by the assignment, but eventually came up with a work that has since become a touchstone in times of crisis, and one of the most enduring works in American music, "A Lincoln Portrait." Copland's score is not a literal exposition of Lincoln's pro-nouncements, but an extraordinarily skilled way of applying and combining free-sounding music with specific prose meanings. The composition is divided into three sections, ranging from the mys-terious sense of fatality that surrounds Lincoln's personality to suggestions of his gentleness and simplicity of spirit, the quick middle section, relating to the times in which Lincoln lived to the con-clusion which draws a simple but impressive frame about the words of Lincoln himself. Copland used excerpts from different Lincoln speeches, combined with musical quotations from American songs, such as "Camptown Races." People from all walks of life have narrated the work, including James Earl Jones, Gregory Peck, Marian Anderson, Henry Fonda and Al Gore.

Abraham Lincoln (1809-1865) served as the 16th President of the United States. He was president from 1861 until he was fa-mously assassinated in 1865 by John Wilkes Booth while attending a performance at Ford’s Theater. “Honest Abe” believed that all people are equal, just as the Declaration of Independence states. He thought slavery was wrong and worked to abolish slavery in the United States. He was born and raised in Kentucky and Indiana. In 1830 his family moved to Illinois and he began his political career. During his life, Lincoln delivered several now famous speeches in-cluding the Gettysburg Address.

Suggested Activities U.S. Historical Highlight: Abraham Lincoln About Abraham Lincoln (Music Standard 8, Social Studies Standards 1 & 3) The History Place is a website that gives a very detailed timeline of events in Lincoln’s Life. From here you can trace all of the locations that Lincoln lived throughout his life and trace them on your own map. www.historyplace.com/lincoln/ Writing Assignment: Compare & Contrast (Music Standard 7, 8, & 9, Language Arts Standards 2, & 5) Play Track 5 for your students. Discuss how the music fits with the speeches. How does the music make you feel? Can you relate to Lincoln’s speeches? Now listen to Track 10 “God Bless the U.S.A.” How does this music make you feel? How do these lyrics fit with the music? Ask students to write a paragraph comparing and contrasting these two works. How do you express your Patriotic Pride? How do these two works make you feel about Patriotic Pride? How does the speaking in “A Lincoln Portrait” impact the listener vs. the singing in “God Bless the U.S.A?”

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"Fellow citizens, we cannot escape history." That is what he said. That is what Abraham Lincoln said. "Fellow citizens, we cannot escape history. We of this congress and this administration will be remembered in spite of ourselves. No personal significance or insignificance can spare one or another of us. The fiery trial through which we pass will light us down in honor or dishonor to the latest generation. We, even we here, hold the power and bear the responsibility." - [Annual Message to Congress, December 1, 1862] He was born in Kentucky, raised in Indiana, and lived in Illinois. And this is what he said. This is what Abe Lincoln said. "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty and we must rise with the occasion. As our case is new, so we must think anew and act anew. We must disenthrall ourselves and then we will save our country." - [Annual Message to Congress, December 1, 1862] When standing erect he was six feet four inches tall, and this is what he said. He said: "It is the eternal struggle between two principles, right and wrong, throughout the world. It is the same spirit that says 'you toil and work and earn bread, and I'll eat it.' No matter in what shape it comes, whether from the mouth of a king who seeks to bestride the people of his own nation, and live by the fruit of their labor, or from one race of men as an apology for enslaving another race, it is the same tyrannical principle." - [Lincoln-Douglas debates, 15 October 1858] Lincoln was a quiet man. Abe Lincoln was a quiet and a melancholy man. But when he spoke of democracy, this is what he said. He said: "As I would not be a slave, so I would not be a master. This expresses my idea of democracy. Whatever differs from this, to the extent of the difference, is no democracy." Abraham Lincoln, sixteenth president of these United States, is everlasting in the memory of his countrymen. For on the battleground at Gettysburg, this is what he said: He said: "That from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion. That we here highly resolve that these dead shall not have died in vain. That this nation under God shall have a new birth of freedom and that government of the people, by the people, and for the people shall not perish from the earth."

A Lincoln Portrait - Text Aaron Copland (1900-1990)

Track 5

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About the Music Yankee Doodle The words of Yankee Doodle were written by an English Army surgeon, Dr. Richard Schuckburgh. The song made fun of the untrained American troops during the French and Indian War in 1755. Soldiers liked the song and it became well known by the time of the Revolutionary War. It was often sung by the colonists in battle and it was played as the British left after the surren-der of Yorktown. The early settlers of New York were Dutch and the name for Johnny was Janke, pronounced Yankee. Doodle meant “a simple, foolish person.” The word macaroni was a reference, in those days, to the young men of London who dressed in odd Italian styles.

Over There! George M. Cohan, a composer of many popular American songs, wrote "Over There!" in 1917 during World War I. The patriotic song remained popular with United States soldiers in both world wars. In 1936 President Franklin D. Roosevelt awarded Cohan the Congressional Gold Medal for this and other songs.

My Country, ‘Tis of Thee Samuel Francis Smith wrote the lyrics to "My Country, 'Tis of Thee" in 1831. The melody is that of the British national anthem “God Save the Queen.” The song, also known as “America,” served as the de facto national anthem of the United States before the adop-tion of “The Star-Spangled Banner.”

You’re a Grand Old Flag George M. Cohan wrote the march, "You're a Grand Old Flag," in 1906 as a tribute to the United States Flag. Cohan originally wrote the song for his musical George Washing-ton, Jr. The song became the first song from a musical to sell over a million copies of sheet music. The title and first lyric comes from a Civil War veteran that Cohan met who referred to his own folded old flag as “a grand old rag.” Cohan originally named the tune “You’re a Grand Old Rag” but later changed the title due to many objections!

God Bless America Irving Berlin wrote “God Bless America” in 1918 and revised it in 1938. The song takes the form of a blessing of peace for the nation. The song has been used interchangeably with “The Star-Spangled Banner” before several sporting events and parades. Several famous sing-ers have recorded this song, notably Kate Smith and Celine Dion.

Sing Along, America! Arr. James Stephenson

Track 6: Compilation of vocal tracks

Suggested Activities U.S. Historical Highlight: American Revolution, World War I

Math and Movement Conducting Lesson (Music Standards 1, 6, 7, 8, & 9, Math Standard 5) Have students listen to Track 6 and sing along with the lyrics provided. Notice how each individual song leads us to move in a different way. Which songs are marches and which songs are ballads that make us want to sway? Music is divided into measures that contain beats. Music directors lead by showing the beat in arm move-ments that follow certain patterns. The patterns are based on the number of beats per measure shown by the time signature. Have students determine which songs are in 2, 3, or 4. Show students how to conduct these meters using their right hand, then have them conduct along with the music, changing the beat pattern for each song.

# of beats per measure

3 (1 2 3 =

down, out, up)

4 (1 2 3 4 =

down, in, out, up)

2 (1 2 =

down, up)

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Yankee Doodle (in 2) Yankee Doodle went to town A-riding on a pony Stuck a feather in his hat And called it macaroni.

Chorus: Yankee Doodle, keep it up Yankee Doodle dandy Mind the music and the step And with the girls be handy.

Father and I went down to camp Along with Captain Gooding And there were all the men and boys As thick as hasty pudding.

-Chorus-

And there was Captain Washington Upon a slapping stallion Giving orders to his men I guess there were a million.

-Chorus-

Yankee Doodle is a tune That comes in mighty handy The enemy all runs away And Yankee Doodle dandy.

-Chorus-

Over There (in 4) Johnnie, get your gun, Get your gun, get your gun, Take it on the run, On the run, on the run. Hear them calling, you and me, Every son of liberty. Hurry right away, No delay, go today, Make your daddy glad To have had such a lad. Tell your sweetheart not to pine, To be proud her boy's in line. Over there, over there, Send the word, send the word over there -

Over There cont. That the Yanks are coming, The Yanks are coming, The drums rum-tumming ev'rywhere. So prepare, say a pray'r, Send the word, send the word to beware. We'll be over, we're coming over, And we won't come back till it's over Over there.

My Country ‘tis of Thee (in 3) My country ‘tis of thee, Sweet land of liberty, Of thee I sing. Land where my fathers died! Land of the Pilgrim's pride! From every mountain side, Let freedom ring!

You’re a Grand Old Flag (in 2) You're a grand old flag, You're a high flying flag And forever in peace may you wave. You're the emblem of The land I love. The home of the free and the brave. Ev'ry heart beats true Under Red, White and Blue, Where there's never a boast or brag. But should auld acquaintance be forgot, Keep your eye on the grand old flag.

God Bless America (in 4) God Bless America, land that I love. Stand beside her, and guide her Thru the night with a light from above. From the mountains, to the prairies, To the oceans, white with foam God bless America, My home sweet home.

From the mountains, to the prairies, To the oceans, white with foam God bless America, My home sweet home. God bless America, My home sweet home.

Sing Along, America! Arr. James Stephenson

Lyrics

Maestro Muspratt will ask students to stand and sing “God Bless America” with the orchestra when it occurs at the end of the piece. Please prepare and practice with your students in advance to stand and sing along.

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About the Composer Born in Brooklyn, Aaron Copland has been called the “dean of American music.” He knew just what to remove from the music of the European tradition, simplifying the chords and opening the melodic language, in order to make a fresh sound and style. The strains of his ballet and theater scores - Appalachian Spring, Billy the Kid, and Rodeo - and his orchestral and recital repertory - El Salon Mexico, Lin-coln Portrait, Fanfare for the Common Man, and Quiet City - immediately evoke visions of the beauty and grandeur of America and of its heroes and workers. Aaron Copland set America's soul to music.

About the Music A “fanfare” is a short, showy piece played on brass instruments, and designed to get your attention. This piece was composed in 1942 as part of a commission from Eugene Goossens, then conductor of the Cincinnati Symphony Orchestra. During World War II, Goossens wanted to have a patriotic fanfare to open each concert. A total of 10 fanfares were composed at Goossen’s request, but Copland’s is the only one that remains part of an orchestra’s standard rep-ertoire. While most fanfares herald the arrival of royalty or dignitaries, Copland’s piece seems to celebrate the common man’s triumph over adversity. Fanfare for the Common Man has been used by rock bands, for sporting events and even at the Olympics.

Suggested Activities U.S. Historical Highlight: World War II

Ask students to listen to Track 7. Have them identify the instruments they hear. The piece is scored for trumpets, French horns, trombones, tuba, timpani and percussion. Ask students to analyze why Fanfare for the Common Man puts us in a patriotic or triumphant mood. Why does the piece cap-ture the audience’s attention? (Music Standards 6 & 8)

Fanfare Discussion (Music Standards 6 & 8) Where and why do we hear fanfares? (Olympics, concerts, castles, races, weddings, etc.) What do fanfares announce? What other sounds act as fanfares? (ring tones, doorbells, crosswalk chirps, etc.)

Science of Sound (Acoustics) (Music Standards 6, 7, & 9, Science Standard 1) Where does “Fanfare for the Common Man” sound best? Play the recording in a variety of settings: the classroom, outside, in a cafeteria or gym, in a coat closet, with a pillow over the speakers, etc. Ask students to compare and contrast the sound and see how the acoustics change. Imagine how it would sound if the instruments were played live. Acoustical Engineering deals with the manipulation of sound and vibration. Discuss with students the design of concert halls and some of the factors that acoustical engineers might con-sider to help control the sound: materials used, audience placement, acoustical shells, etc. Some helpful resources can be found online. Have students do a Google Image search of “concert halls” to find pictures of several different concert halls for students to compare. You may also find the following websites to be useful examples:

Disney Concert Hall Virtual Tour Video: www.laphil.com/visit/tours Concert Hall Acoustics: www.concerthalls.unomaha.edu

Fanfare for the Common Man (1942) Aaron Copland (1900-1990)

Track 7

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Armed Forces Salute Arr. Bob Lowden (1920-1999)

Track 8: Orchestral Version (arr. Lowden) Track 9: Vocal Version (Compilation)

NAVY The Navy is the sea branch of the military. It is the largest Navy in the world; its battle fleet tonnage is greater than that of the next 13 largest navies combined. The U.S. Navy also has the world's largest carrier fleet. The Navy traces its origins to the Continental Navy, which was established during the American Revolutionary War. “Anchors Aweigh" is the fight song of the U.S. Na-val Academy. The music was composed in 1907 by Naval Academy Band direc-tor Charles A. Zimmerman with lyrics written by then student Alfred Hart Miles. The song was originally to be used as a football march!

AIR FORCE The Air Force is the aerial, space and cyber warfare branch of the armed forces. Initially part of the Army, the USAF was formed as a separate branch of the military in 1947. It is the most recent branch to be formed. “The U.S. Air Force” is known informally as "The Air Force Song," and is often referred to simply as "Wild Blue Yonder." Originally the 'Army Air Corps Song,' Captain Robert MacArthur Crawford wrote the lyrics and music in 1939.

MARINES The Marine Corps is responsible for providing protection from the sea, using the mobility of the Navy to rapidly deliver combined-arms task forces. "Marines' Hymn" is the oldest official song in the military. The words date back to the early 19th century. The melody is actually from the opera Genevieve de Brabant by Jacques Offenbach who also wrote a very famous version of the “Can-Can.’ It is typically sung while at attention as a gesture of respect.

COAST GUARD The Coast Guard is a maritime service unique among the military branches for having a maritime law enforcement mission. It operates under the Department of Homeland Security during peacetime, and can be transferred to the Department of the Navy by the President or Congress during time of war. Founded by Alexander Hamilton as the “Revenue Cutter Service” in 1790, is the United States' oldest continuous seagoing service. “Semper Para-tus” means “Always Ready” and is the official Coast Guard motto. The original lyrics were written by Captain Francis Saltus Van Boskerck in 1922.

ARMY The Army is the branch responsible for land-based military operations. It is the largest and oldest established branch of the U.S. military. “Caisson Song” was written in 1908 by General Edmund L. Gruber, Lieutenant William Bryden, and Major General Robert Danford while stationed in the Philippines. A caisson is a two-wheeled cart designed to carry artillery ammunition. The song was never actually designated as the official U.S. Army song because the lyrics are too closely identified with the field artillery and not the entire army. However, the Caisson song is the official “unofficial” song of the Army today.

About the Armed Forces The United States has seven federal uniformed services that commission officers. Five of the uniformed services make up the armed forces, four of which are within the Department of Defense: Army, Marine Corps, Navy, US Air Force. The Coast Guard is part of the Department of Homeland Security and has both military and law enforcement duties.

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Caisson Song (ARMY) Over hill, over dale, we have hit the dusty trail, and those caissons go rolling along. In and out hear them shout "Counter march! And right a-bout," and those caissons go rolling along.

Then it's "Hi, hi, hee!" in the field artillery. Shout out your numbers loud and strong (loud and strong!) Where e'er you go, you will always know That those caissons go rolling along.

Semper Paratus (Coast Guard) From Aztec shore to Arctic zone, To Europe and Far East, The Flag is carried by our ships, In times of war and peace. And never have we struck it yet, In spite of foe-men’s might, Who cheered our crews and cheered again, For showing how to fight.

So here’s the Coast Guard marching song We sing on land or sea. Through surf and storm and howling gale, High shall our purpose be. “Semper Paratus” is our guide, Our fame, our glory too. To fight to save or fight and die, Aye! Coast Guard, we are for you!

Marine’s Hymn From the Halls of Montezuma To the shores of Tripoli We fight our country's battles In the air, on land, and sea; First to fight for right and freedom And to keep our honor clean; We are proud to claim the title Of United States Marines.

US Air Force Off we go into the wild blue yonder, Climbing high into the sun Here they come, zooming to meet our thunder, At ‘em boys, give ‘er the gun. Down we dive, spouting our flame from under, Off with one, terrible roar. We live in fame, or go down in flame, Nothing can stop the U.S. Air Force!

US Navy Anthem (Anchors Away) Anchors Aweigh, my boys, Anchors Aweigh. Farewell to college joys, we sail at break of day-ay-ay-ay. Through our last night on shore, where e’er we roam, Until we meet once more: Here's wishing you a happy voyage home.

Heave a ho there sailor Everybody sing out while you may. Heave a ho there sailor For your gonna sail at break of day.

Stand, Navy, out to sea, Fight our battle cry; We'll never change our course, So vicious foe steer shy-y-y-y. Roll out the TNT, Anchors Aweigh. Sail on to victory And sink their bones to Davy Jones, hooray!

Armed Forces Salute Arr. Bob Lowden

Lyrics

Suggested Activities U.S. Historical Highlight: Armed Forces

When the Armed Forces Salute is played, Veterans traditionally stand during their branch’s song. They do this to honor their military branch and be honored for their service. (Social Studies Standard 2) Veteran Interviews (Music Standards 1 & 8) Have students interview family members, friends or relatives to find out if anyone they know or are related to has ever served in any of the U.S. Mili-tary. Have students record which branch and in what war or event. In Class Make a chart or graph tracking the ser-vice branches represented by student’s findings. (Science Standard 5) Play Track 9 and have students sing along with the lyrics provided. Play Track 8 “Armed Forces Salute.” Ask students to stand and be recognized during the song that they are representing.

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Lyrics If tomorrow all the things were gone, I'd worked for all my life. And I had to start again, with just my children and my wife. I'd thank my lucky stars, to be living here today. ‘Cause the flag still stands for freedom, and they can't take that away.

Chorus: And I'm proud to be an American, where at least I know I'm free. And I wont forget the men who died, who gave that right to me. And I gladly stand up, next to you and defend her still today. ‘Cause there ain't no doubt I love this land, God bless the USA.

From the lakes of Minnesota, to the hills of Tennessee. Across the plains of Texas, From sea to shining sea. From Detroit down to Houston, and New York to L.A. There's pride in every American heart, and its time we stand and say. Chorus x 2

Leslie Ann Lopez is a 7th grader in the Lake Central School Corpora-tion and has been performing in community theatre in Crown Point and at the Memorial Opera House in Valparaiso since 2007. In 2008, she was cast in her first professional theatre role at Munster’s Theatre at the Center, in the musical A Wonderful Life. Leslie is a 2007 NiSource Young People’s Competition Winner, and a 2008 Hoosier Star Finalist and Runner up with the La Porte County Symphony. She won a gold rating in 2009, for her vocal solo, Sebben, crudele, at both the ISSMA District and State music contests. At St. Michael’s Church in Scherer-ville, Leslie sings in the choir and is a cantor with her voice teacher, Debbie Turman. Besides singing, playing the piano, and the trumpet, Leslie is an avid artist and writer. She enjoys school and is a member of the Cross Country, Track, and Chess teams at Kahler Middle School.

Suggested Activity

Listen to “God Bless the U.S.A.” The original version provided features Lee Greenwood singing with a band (guitars, drums, bass). Discuss with your students how the orchestral version with Leslie singing will sound different at the concert. (Music Standard 9)

Writing Assignment: Compare & Contrast (Music Standards 7, 8, & 9 Language Arts Standards 2, & 5) See page 10 (“A Lincoln Portrait”)

God Bless the U.S.A. (1984) Lee Greenwood (b. 1942)

Track 10

About the Composer Lee Greenwood is an American country music artist. Active since the early 1980s, he has released more than twenty major-label albums and has charted more than thirty-five singles on the Billboard country music charts. He is originally from California and is currently a member of the National Council on the Arts.

About the Music "God Bless the USA" reached #7 on the country charts when originally released in April 1984. A favorite among many military troops, the song has had renewed popularity over the years especially during Operation: Desert Storm in 1991 and after the September 11, 2001 attacks.

Young Artist Leslie Ann Lopez is the mezzo-soprano vocalist who will be performing “God Bless the U.S.A.” at the concerts. Leslie is a 2010 Young People’s Competition winner.

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About the Music Stars and Stripes Forever follows the standard American march form. Its trio is the most famous part of the march. Most bands adopt the Sousa Band practice of having one or three (never two) piccolo players play the famous obbligato solo in the first repeat of the trio. In the second repeat (marked "Grandioso"), the low brass joins the piccolo players with a prominent countermelody. The march is fea-tured in many U.S. musical performances. Or-chestras traditionally play the piece at the end of their 4th of July concerts. The song is also played every year in pre-race ceremonies of the Indianapolis 500 race.

The Stars & Stripes Forever (1896) John Philip Sousa (1854-1932)

Track 11

"Here came one of the most vivid incidents of my ca-reer. As the vessel (the Teutonic) steamed out of the harbor I was pacing on the deck, absorbed in thoughts of my manager's death and the many duties and decisions which awaited me in New York. Sud-denly, I began to sense a rhythmic beat of a band playing within my brain. Throughout the whole tense voyage, that imaginary band continued to unfold the same themes, echoing and re-echoing the most dis-tinct melody. I did not transfer a note of that music to paper while I was on the steamer, but when we reached shore, I set down the measures that my brain-band had been playing for me, and not a note of it has ever changed."

- John Philip Sousa (1896)

About the Composer The man who would become known as “The March King” was born in Washington D.C. He began formal musical instruction at the age of 6 and appeared as a violin soloist at the age of 11. Two years later, he began his career as an apprentice in the U.S. Marine Band, where his father was a trombonist. He became leader of the Marine Band in 1880 and served in that position until 1892, when he resigned to organize a band of his own. Along with his ability to organize and conduct superb musicians, Sousa devel-oped a distinct flair for writing marches, composing 136 in his lifetime. His most famous march, “The Stars and Stripes Forever,” has been designated as the official march of the United States.

Suggested Activity U.S. Historical Highlight: Flag History Use the Flag History on the following page to teach students about the timeline of additions and changes to the U.S. Flag. (Social Studies Standard 1) Interactive Art (Visual Art Standards 7 & 9) Have each student design a Flag with stars and stripes that represents their family, class, school or community. Have students present the Flags to the class. Students may choose to have the stars and stripes represent different items in their own lives: number of family members, pets, places they have traveled., students in the class, hours they have spent on a community project, etc. Helpful links to Flag History websites are listed below: The Betsy Ross Homepage: www.ushistory.org/betsy/index.html U.S.A. Flag Site: www.usa-flag-site.org/history.shtml

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1776: May of 1776, Betsy Ross reported that she sewed the first Ameri-can flag with 13 each of stars and stripes. 1777: June 14, 1777, in order to establish an official flag for the new na-tion, the Continental Congress passed the first Flag Act: "Resolved, That the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation."

1794: There have been seven versions of the United States flag: Act of January 13, 1794 - provided for 15 stripes and 15 stars after May 1795. 1818: Act of April 4, 1818 - provided for 13 stripes and one star for each state, to be added to the flag on the 4th of July following the ad-mission of each new state, signed by President Monroe.

1912: Executive Order of President Taft dated June 24, 1912 - estab-lished proportions of the flag and provided for arrangement of the stars in six horizontal rows of eight each, a single point of each star to be up-ward. 1959: Executive Order of President Eisenhower dated January 3, 1959, provided for the arrangement of the stars in seven rows of seven stars each, staggered horizontally and vertically.

1959: Executive Order of President Eisenhower dated August 21, 1959 - provided for the arrange-ment of the stars in nine rows of stars staggered horizontally and eleven columns of stars stag-gered vertically. Today: The flag consists of thirteen horizontal stripes, seven red alternating with 6 white. The stripes represent the original 13 colonies; the stars represent the 50 states of the Union. The col-ors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and Innocence and Blue represents Vigilance, Perseverance and Justice.

The Stars & Stripes Forever (1896) John Philip Sousa (1854-1932)

Flag Timeline

13-star "Betsy Ross" flag

15-star, 15-stripe Star Spangled Banner Flag

Bennington Flag (1820)

48-star flag, the second longest in use (1912–1959).

Current U.S. Flag Grand Star Flag (1818)

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Step 1. Fold an 8-1/2" x 10" piece of paper in half.

Step 2. Fold and unfold in half both ways to form creased center lines. (Note: be sure paper is still folded in half.)

Step 3. Bring corner (1) right to meet the center line. Be sure to fold from the vertical crease line.

Step 4. Bring corner (1) left till edges coincide, then make the fold.

Step 5. Bring corner (2) left and fold. Step 6. Bring corner (2) right until edges coincide. Then fold.

Step 7. Cut on the angle as shown in the picture. Then unfold the small piece.

Step 8. Marvel at your perfect (we hope!) 5-pointed star! If your star is not perfect, take a fresh piece of paper (8-1/2" x 10" — not 8-1/2" x 11") and return to Step 1.

5-Pointed Star in One Snip

Thanks to the Betsy Ross House for providing these instructions: www.ushistory.org/betsy/index.html

George Washington's original pencil sketch for the flag indicated 6-pointed stars, a form he appar-ently preferred. Betsy Ross, however, recommended a 5-pointed star. When the committee pro-tested that it was too difficult to make, she took a piece of paper, folded it deftly, and with a single snip of her scissors, produced a symmetrical five-pointed star. This seeming feat of magic so im-pressed her audience that they readily agreed to her suggestion.

To you we pass along the secret…

Take a thin piece of paper 8-1/2" x 10" (or an exact proportion thereof), fold it as indicated and cut yourself a perfect 5-pointed star.

Bonus Project!

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About the Orchestra

The Northwest Indiana Symphony Orchestra played its first concert almost 67 years ago. At the time, it was called the Gary Civic Symphony Orchestra and it performed at Seaman Hall in downtown Gary. There were about 60 musicians in the orchestra. Since that time, the Orchestra has grown from a volunteer group to a paid professional orchestra that plays more than 15 concerts each year. The orchestra is comprised of 67 professional musi-cians from Northwest Indiana and the Chicago area. The Orchestra also sponsors a Youth Orchestra that plays two concerts each year. Young musicians from all over Northwest Indiana and Illinois learn about symphonic music and perform together. Once each year the Youth Orchestra members perform in a side by side concert with the professional musicians of the Northwest Indiana Symphony Orchestra. Our first Education Concerts were presented in 1977. Over the years, thousands of stu-dents have enjoyed hearing the talents of the orchestra’s fine musicians. In 1987, Mr. and Mrs. Glenn C. Hannah established a trust in memory of Mr. Hannah’s mother, Mary Eliza-beth, in support of the education concerts. We named the concerts after Mrs. Hannah.

About Our Conductor

Kirk Muspratt, Music Director and Conductor, begins his tenth highly acclaimed season as Music Director of the Northwest Indiana Symphony Orchestra. In his first nine seasons, he has instituted several educational programs, including a popular solo competition for chil-dren. He also has implemented an Orchestral Fellowship Program with Valparaiso Univer-sity. In order to involve the community, Mr. Muspratt has created “Just Ask Kirk™” cards for audience members’ questions and a “Kirkature™” cartoon to help advocate the credo: “Symphonic music is for everyone.” Mr. Muspratt was raised in Crows Nest Pass, Alberta, Canada. He started taking piano les-sons on the very first day of his school career and started playing in a rock and roll band while in middle school. He now spends more than five hours each day studying orchestral scores and music history.

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The Conductor

The leader of an orchestra is called a conductor. The conductor of the Northwest Indiana Symphony is Maestro Kirk Muspratt. Even though many conductors of orchestras are male, a female can be a conductor too. The conductor uses a baton (not to be con-fused with a wand) to keep the orchestra together and to set the tempo. He also chooses all the music that the orchestra performs and he leads the rehearsals. He has to be able to read the music for all of the instruments in the orchestra. A fun experiment to try with students is to have them hold their arms up in front of them like a conductor for one minute. You can use the compact disc recordings for this ex-periment. When the excerpt is done, ask them if their arms hurt at all. Many will say “yes.” The conductor of the symphony holds his arms up like that for hours! Have the students watch for him to make his entrance after the orchestra has tuned. They should applaud loudly for him when he appears. During the concert it is not appropriate to clap along with the music. A good rule of thumb for when it is appropriate to applaud during the concert is to watch the conductor. When he brings his arms down at the end of the piece and turns around to face the audience, it is time to clap loudly!

The Concertmaster

The concertmaster is the principal violinist of the orchestra, meaning she/he is the first and best violin player in the orchestra. Our concertmaster is Michele Lekas. She sits in the front row of violins on the end, closest to the conductor. She enters the stage with her violin before the conductor. Part of her job is to oversee the tuning of the orchestra. The audience is expected to clap when she enters the stage. She will stand in front of the or-chestra and cue the oboe to play the tuning note. First you will hear the woodwinds tune, then the brass, and finally the strings. When the orchestra has tuned, the concertmaster sits, and the conductor then knows that the orchestra is ready to begin.

Tell Our Conductor!

Maestro Muspratt loves to hear from the students who attend his concerts, and having your students write to Maestro Muspratt about their personal preferences and ex-periences partially satisfies Standards 6 and 7 of the Indiana State Music Standards (See, e.g., 3.7.1, 4.7.1, 5.6.5, and 6.6.4). Students who wish to write to him should include some of the following ideas in their letters:

Your name. Your school and the grade you are in. Your favorite piece and why. What you liked most about the concert. What you learned about the orchestra that you may not have known. Whether this is your first concert. Whether the concert inspired you to play a musical instrument and why.

Students should feel free to write their personal thoughts. Please send the letters to Mr. Kirk Muspratt, Conductor, Northwest Indiana Symphony Orchestra, 1040 Ridge Road, Munster, IN 46321.