ADVENTURES IN MUSIC:

Fort Worth: Cowboys & Culture

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Dear Teachers, The musicians and staff of the Fort Worth Symphony are eager to share our love of symphonic music with you and your students this school year! We’ll celebrate our great city and take a musical and visual tour with “Fort Worth: Cowboys & Culture”. The program includes the following works:

Gershwin: Promenade from The Real McCoy Smetana: The Moldau from Má vlast Saint-Saens: The Elephant from Carnival of the Animals Debussy: Menuet from Petite suite Mussorgsky: Great Gate of Kiev from Pictures at an Exhibition Copland: Three Dance Episodes from Rodeo I. Buckaroo Holiday II. Corral Nocturne IV. Hoe Down

Please contact me with any questions. We look forward to performing for you and your students! Warm regards, Lindsey Stortz Branch Director of Education & Community Programs Fort Worth Symphony Orchestra Association 817.665.6500, ext. 102 LBranch@fwsymphony.org

These materials are for educational use only in

connection with the Adventures in Music program

of the Fort Worth Symphony Orchestra.

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Aaron Copland 3

Rodeo 4

Composer Questionnaire 5

Music and Visual Art 6

Music and Mood 7

Music and Animals 8

Meet the Orchestra 9-12

Before, During, and After the Concert 13

FORT WORTH: COWBOYS & CULTURE

Table of Contents

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Aaron Copland was born in Brooklyn, New York. His parents were immigrants from Lithuania, a country in Northern Europe. Copland grew up with his four siblings in an apartment above his parents’ store, where all of the children helped out. Copland showed an early interest in music. His father was uninterested in the subject, but his mother played the piano and arranged for lessons for all of the children. His first piano teacher was his older sister, Laurine. By the age of 15, Copland knew that he wanted to be a composer. He began taking lessons from Rubin Goldmark, a composer of American music. At age 20, Copland traveled to Paris and studied with the famed composition teacher, Nadia Boulanger. He was also able to meet and exchange ideas with many of the important artists, composers, and writers of the day. He returned to New York City in 1925 determined to become a full-time composer. Copland wrote many masterpieces such as Lincoln Portrait and Fanfare for the Common Man, as well as the ballets Appalachian Spring and Rodeo. He used techniques from jazz, western and folk music to make his classical music sound “American”. He is perhaps the most famous and respected American composer of the 20th century. Aaron Copland continued to travel the world, championing American classical music, until his health began to deteriorate in the 1980’s. He died in Tarrytown, New York in 1990.

Aaron Copland b. November 14, 1900, d. December 2, 1990

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The ballet Rodeo was scored by Aaron Copland and choreographed by Agnes De Mille. It was an immediate success and is considered one of the earliest examples of a truly American ballet. The ballet depicts a typical weekend rodeo in the American Southwest and features many American folk tunes including If He’d Be a Buckaroo by Trade and Sis Joe (Buckaroo Holiday), Goodbye, Old Paint (Saturday Night Waltz), and Bonaparte’s Retreat (Hoedown). Rodeo was an immediate success and has become an iconic piece of American music. The ballet takes place at Burnt Ranch, where a Cowgirl finds herself competing with visiting city girls for the attention of the local cowboys, especially the Head Wrangler. In the opening movement, Buckaroo Holiday, the Cowgirl makes her bid for the Head Wrangler, but she makes a fool of herself by trying to ride a bucking bronco and getting thrown. The Cowgirl’s sadness over the Head Wrangler is portrayed in Corral Nocturne. In the Saturday Night Waltz* the cowboys and city girls pair off to dance—the Cowgirl is alone again until the Champion Roper approaches her. At the Hoedown, the Cowgirl reappears as the prettiest girl in the room and chooses the Champion Roper as her dance partner.

*Saturday Night Waltz will not be performed at the Young Persons’ Concert.

Rodeo Premiered 1942

Suggested Activities: Download sheet music and lyrics to the folk songs featured

throughout Rodeo from www.traditionalmusic.co.uk. If your students read music have them sing the melodies. You can also listen to these songs on the Fort Worth: Cowboys & Culture Spotify playlist.

Listen to Aaron Copland’s Four Dance Episodes from Rodeo on the

Fort Worth: Cowboys & Culture Spotify playlist. Ask students to raise their hand when they hear the folk melodies.

Read Mike Venezia’s book, Aaron Copland, then complete the

Composer Questionnaire on the following page. Watch excerpts of the ballet online at

http://youtu.be/8PGkJkpK1yU. Discuss what makes the choreography uniquely American.

Composer Questionnaire: Aaron Copland

Student Name:

1. Where was Aaron Copland from?

2. What genre of music did he compose?

3. At what age did he start his musical studies?

4. What did his parents do?

5. Who was his first music teacher?

6. What are some of his most popular songs?

7. When was he born?

8. When did he die?

9. Which is your favorite movement of the ballet?

10. Why is it your favorite movement?

11. How does listening to Aaron Copland’s music make you feel? Why?

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Suggested Repertoire:

Four Dance Episodes from Rodeo, by Aaron Copland

Music and Visual Art

Have students listen to the first three movements from Aaron Copland’s Rodeo (Buckaroo Holiday,

Corral Nocturne, and Saturday Night Waltz). For each movement, view related art prints. You may

wish to give students only the partial name of the movement, or no name, so as not to influence their

perception of the music. You may use any visual art you feel is appropriate. The following works

from the Amon Carter Museum of American Art are also suggested:

Buckaroo Holiday:

http://www.cartermuseum.org/artworks/2424 (Bucking Horse and Cowgirl)

http://www.cartermuseum.org/artworks/2453 (Throwing Herself from the Saddle…)

Corral Nocturne:

http://www.cartermuseum.org/artworks/330 (The Old Stage Coach of the Plains)

http://www.cartermuseum.org/artworks/333 (The Fall of the Cowboy)

Saturday Night Waltz:

http://www.cartermuseum.org/artworks/2423 (Cowboy Camp During the Roundup)

After listening to each movement have students discuss how the music is related to the prints. Which

print did they feel most related to the music?

Have students listen to Hoedown from Rodeo. Do not show the students any prints. Ask students to

sketch their own artwork based on the music.

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As students listen, ask them what emotions or moods they feel listening to each piece of music.

Have students create a word wall with their answers. There may be many different interpretations

of the same music—be sure to emphasize that there are no right or wrong answers!

Using words from the word wall, have students create a descriptive writing piece based on one of

the selections. Have students read their story to the class. You may wish to play the music before,

during, or after the reading.

Suggested Repertoire:

Promenade from The Real McCoy, by George Gershwin

The Moldau from Má vlast, by Bedrich Smetana Menuet from Petite suite, by Claude Debussy

Music and Mood

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Play the selection for the students. Do not share the title of the piece before listening.

After listening, ask the students what type of creature they visualized. Tell the students the

actual title of the piece and listen to it again. What makes it sound like an elephant? The use of

certain instruments, slow tempo, dynamics, etc.?

Listen to other movements from Carnival of the Animals and ask students to guess each animal.

How does the composer use musical elements such as tempo, dynamics, and various instruments of

the orchestra to portray the physical attributes of each creature?

Suggested Repertoire:

The Elephant from Carnival of the Animals, by Camille Saint-Saens

Music and Animals

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STRINGS The string family is the largest section of the orchestra. String

instruments are all made of wood. The bodies of the string

instruments are hollow inside to allow sound to vibrate within them.

The strings on the instrument are most often made of nylon and steel,

and are played by drawing a bow across them. Sometimes string

players use their fingers to pluck the strings.

The VIOLIN is the smallest of the string instruments and can play the

highest notes. You play the violin by resting it between your chin and

left shoulder. Then you press down on the strings with your left hand

to change the pitch, while your right hand moves the bow or plucks the

strings.

The VIOLA is slightly larger than the violin and plays lower notes.

The strings on a viola are also thicker. You play the viola the same

way you do the violin.

The CELLO is much larger than the violin and the viola. You play it

sitting down with the body of the cello between your knees and the

neck of the instrument on your left shoulder. The body of the cello

rests on the ground and is supported by a metal peg.

The DOUBLE BASS is the largest string instrument and plays the lowest

notes. This instrument is so large that you have to stand up or sit on a

tall stool to play it. Like the cello, the body of the instrument stands on

the ground and is supported by a metal peg.

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WOODWINDS Woodwind instruments produce sound when players blow air into

them. All of these instruments were originally made out of wood,

which is why they are called woodwinds! Today, they are made of

wood, metal, plastic or some combination.

The FLUTE is made of metals such as silver, gold, or platinum. You

play the flute by holding it sideways with both hands and blowing

across a hole in the mouthpiece. You change notes by pressing down

on round, metal buttons called keys.

The OBOE makes sound when the player blows air through a

mouthpiece containing two cut pieces of bamboo that have been tied

together called a double reed. You play the oboe by holding it

upright and pressing down on the keys to change the pitch. The first

oboist is also responsible for tuning the whole orchestra before each

concert.

The CLARINET looks a lot like the oboe, except for the mouthpiece,

which uses a single reed. You play the clarinet as you do an oboe, by

holding it upright, blowing through the reed, and using your fingers to

press the keys and change the pitch.

The BASSOON is the largest of the woodwind instruments. Like the

oboe, the bassoon uses a double reed. You play the bassoon by

holding it upright and blowing through the double reed. The air

travels down a long pipe, then makes a U-turn, and goes out the top.

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BRASS Brass instruments got their name because they are made of brass!

This family of instruments plays louder than any other in the

orchestra. Brass instruments are long tubes that are bent into

different shapes and widen and flare out at the end.

The TRUMPET is the smallest brass instrument and can play the

highest notes of all the brass instruments. You play the trumpet by

holding it horizontally, buzzing your lips into the mouthpiece, and

pressing down the valves to change the pitch.

The HORN is a very long tube that is twisted and curled into an

instrument about one foot wide. If you untwisted the tube, it would be

18 feet long! You play the horn by holding it with the bell curving

downward and buzzing into the mouthpiece. Your left hand plays

three valves. You can change the type of sound by the way you

place your right hand in the bell.

The TROMBONE is the only brass instrument that does not use valves.

Instead, the player moves a curved tube, called a slide, back and forth

in order to change notes. You play the trombone by holding it

horizontally, buzzing into the mouthpiece, and using your right hand to

push or pull the slide.

The TUBA is the largest and lowest sounding instrument in the brass

section. If you uncoiled it, it would be 35 feet long! You play the tuba

sitting down with the instrument on your lap and the bell facing up. The

you blow and buzz into the mouthpiece and use your hand to press

down on the valves which changes the sound.

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PERCUSSION Percussion instruments include any instrument that makes a sound

when it is hit, shaken, or scraped.

One of the most commonly used percussion instruments

is the TIMPANI. They are also called kettledrums.

Timpani are big copper pots with drumheads made

of calfskin or plastic stretched over the top. The

timpani are played by striking the covering with

padded sticks called mallets. Timpani are tuned

instruments, which means they can play different

notes.

Other percussion instruments that are struck by a mallet or

stick are the SNARE DRUM, BASS DRUM, TRIANGLE,

XYLOPHONE, GONG, and CHIMES.

A few other percussion instruments are CYMBALS,

CASTANETS, MARACAS, and TAMBOURINE.

The PIANO is also considered a percussion instrument.

You make sound on the piano by pressing down on a key

with your finger, which lifts a hammer inside the piano

that then strikes a steel string.

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BEFORE, DURING, AND

AFTER THE CONCERT

BEFORE THE CONCERT:

After reviewing the instruments of the orchestra, ask students to draw a picture of their favorite instrument.

Ask students to draw a picture of an original, made-up instrument. It can be a new string, wind, brass, or percussion instrument.

The only restriction is that it must be clear in the drawing how the instrument is to be played.

Have students draw pictures to illustrate the different pieces of music from the program.

Practice special audience member skills. Ask students to practice maintaining complete silence for one minute. Before the minute of

silence begins, tell students they will be listening for any sound they hear—sounds might include birds, kids laughing, a car passing

by, or the ticking of the clock. After the minute of silence is over, ask students to draw a picture of what they heard.

DURING THE CONCERT:

ALWAYS remain quiet during a performance. It’s impolite to talk

while the music is being performed.

BE attentive and give the performers your attention.

Be CONSIDERATE of others.

DO not leave early, please.

ENTER and EXIT in a quiet and organized fashion.

Expect a FANTASTIC performance!

GIVE applause when the conductor enters and in between pieces.

Whistling, yelling, or screaming are not appropriate.

HAVE a great time!

AFTER THE CONCERT:

Have your students write a letter to the conductor and musicians

telling them what they thought of the concert! (Letters may be sent to:

Fort Worth Symphony Education, 330 E. 4th Street, Suite 200,

Fort Worth, TX 76102.)

As a class project, create a poster describing the experience of

attending a symphony performance. Have each student contribute

their own adjective or memory of the performance.