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CHARLOTTESVILLE
SYMPHONY
AT T H E U N I V E R S I T Y O F V I R G I N I A
Kate Tamarkin, Music Director
YOUTH CONCERTS
October 16, 2014 • 10:00AM and 11:30AM • Old Cabell Hall
Matt Blundin, Narrator • Christopher Buchanan, Trumpet
Program
Excerpts from:
Finale from Symphony No. 4 March from The Love for Three Orange Jig from St. Paul’s Suite Peter Ilyich Tchaikovsky
Sergei Prokofiev
Gustav Holst
Playful Pizzicato from Simple Symphony Benjamin Britten
Moderato, quasi marcia from Serenade for Winds Antonín Dvorák
March to the Scaffold from Symphonie Fantastique Heitor Berlioz
Allegro from Toccata for Percussion Carlos Chavez
Polka from The Golden Age Ballet Les Toreadors from Carmen Suite No. 1 Tempo I from Trumpet Concerto Semper Fidelis Dmitri Shostakovich
Georges Bizet
Alexander Arutunian
John Philip Sousa
Generously Supported by
BAMA Works Fund of Dave Matthews Band in the
Charlottesville Albemarle Community Foundation (CACF)
The Mr. and Mrs. James L. Brown Fund
Charlottesville Symphony Society
Bailey Printing
U.Va McIntire Department of Music
Wells Fargo
Program Notes
by Elizabeth Roberts
Symphony No. 4 in f minor, Op. 36 - IV. Finale. Allegro con fuoco • Peter Ilyich Tchaikovsky (1840-1893)
Tchaikovsky was a Russian composer during the Romantic era. His music is expressive and soulful, and
demonstrates a good example of Russian character in music. Tchaikovsky wrote his fourth symphony as
‘absolute music,’ music that is not intended to tell an actual story, but simply to evoke emotions. Tchaikovsky
described the first theme of the Finale as “explosively hectic.” He said the second theme is based on a Russian
folk tune that is presented in continuous variations. Tchaikovsky also said that he hoped that his fourth
symphony would reflect human beings’ ability to rejoice in each other’s joys.
March from The Love for Three Oranges • Sergei Prokofiev (1891-1953)
Prokofiev began composing music at age five. His first music teacher was his mother; then he studied
composing with the famous Reinhold Glière. At age thirteen he attended the St. Petersburg Conservatory, and
by sixteen he declared to his teachers that he was bored with traditional music and composition, and preferred
to write with “new and spicy harmonies.” Later, however, he admitted that he should have taken more seriously
what he was offered, simply because it would have provided him a stronger foundation in his composing
process. His melodies are lyrical, but his harmonies are complex and sounds beautifully dissonant. Prokofiev
wrote the famous piece Peter and the Wolf. The Love for Three Oranges is an opera based on a fairy tale in which
a wicked witch curses a young prince. The prince must travel to distant lands to find three oranges, each of
which contains a princess. Can you imagine marching to this piece? What type of movements would you make?
St. Paul’s Suite, Op. 29, No. 2 – I. Jig • Gustav Holst (1874-1934)
Gustav Holst was a British composer who taught music to kids during the day and to adults in the evenings. He
is most well-known for his orchestral piece, The Planets. His music shows influences of English folksongs and his
Hindu spirituality. At age thirty-one, he was appointed as the Director of Music at the St. Paul’s Girls School in
London. While serving in that position, he composed The St. Paul’s Suite (1913) for string orchestra. A “jig” is a
dance, and the marking in the music is Vivace, which is an Italian word meaning quick and lively.
Simple Symphony Op. 4 - II. Playful Pizzicato • Benjamin Britten (1913-1976)
Britten was born in Suffolk, England. His father was a dentist and amateur musician. An amateur is someone
who makes music just for the joy of it, but it is not his or her profession. One of Britten’s best known works is
“The Young Person’s Guide to the Orchestra”, which was composed to accompany Instruments of the Orchestra,
an educational film produced by the British government. The Simple Symphony is based on eight pieces of
music Britten wrote when he was ages 10-13. The musical directions are: Presto possible. pizzicato sempre. These
are Italian words meaning always pizzicato, and play as fast as possible. Pizzicato means to pluck the strings on
an instrument rather than use a bow to create a sound. Just like fabrics have texture – the feeling of roughness,
smoothness, scratchiness, or softness – music also has texture. The texture in Britten’s pieces was usually very
clear. He made it a point to write only the notes necessary to say what he wanted to say. The form of the
Playful Pizzicato is a Scherzo and Trio form, which means that its three sections are organized as Scherzo, Trio,
Scherzo, or ABA.
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Serenade for Winds in D Minor, Op. 44 – I. Moderato, quasi marcia • Antonín Dvorák (1841-1904)
Dvorák was born near Prague, which was then part of the Austrian Empire, but today is in the Czech Republic.
In addition to composing music, he also played the organ, the violin and the viola. The famous composer
Johannes Brahms first helped Dvorák get his music published, and he was immediately popular as a composer.
His Serenade for Winds (1878) is scored for 2 oboes, 2 clarinets, 2 bassoons, contrabassoon, 3 horns, cello, and
double bass. The instruments used were similar to those used by Mozart when he composed serenades for
winds, but Dvorák added the extra horns, the contrabassoon and the two stringed instruments to give the bass
sound of the ensemble more depth.
Dvorák gave the bass instruments a melodic role, rather than a harmonic role in his Serenade. This means
that they often play the melody, rather than just supporting the other instruments. Notice how this march is
different in character from the one written by Prokofiev.
Symphonie Fantastique – IV. March to the Scaffold • Hector Berlioz (1803-1869)
Berlioz was born in France and his father was a physician. He had five brothers and sisters. Berlioz was known
for writing pieces of music for very large orchestras, and he also wrote a book about ‘orchestration’ which
described the qualities and capabilities of the different instruments in the orchestra. His Symphonie Fantastique
is a symphony in five movements, each movement representing an imaginary scene or dream. A melody that
represents the woman he loves returns in each movement when he imagines seeing her. During the fourth
movement, March to the Scaffold, Berlioz imagines he is placed on the guillotine. When he sees the woman he
loves, the melody sounds…..but it is cut short when the guillotine falls and his head is chopped off! The strings
play pizzicato to show the bouncing of his head as it rolls down the stairs – ugh!
Toccata for Percussion – III. Allegro • Carlos Chavez (1899-1978)
Chavez is the most famous Mexican composer of classical music. His music often includes folksongs and he
often writes for percussion instruments from Indian and Aztec cultures. However, his Toccata has no folk-like
elements or any sort of descriptive purpose. Instead it shows the character of the instruments themselves.
Only Western orchestral instruments are used in this piece, and the themes, or main ideas, are rhythmic, not
melodic. The third movement is labeled “Allegro,” which is an Italian word meaning “fast, cheerful and bright.”
Notice the timbre, or tone color, of the different percussion instruments used in this excerpt.
Polka from The Golden Age Ballet, Op. 22 • Dmitri Shostakovich (1906-1975)
Shostakovich was born in Russia and was a child prodigy both as a pianist and a composer. He was a very
famous composer of music in the Soviet Period, but his works were screened and sometimes censored by the
Soviet government. At the same time, he also received much praise and several state awards, and his music was
very popular. Shostakovich’s musical language was very clear in texture, but was also very powerful emotionally.
Some believe this to represent the conflict he felt between the constrictions placed on him as a composer by
his government and the great suffering of his fellow countrymen. The Golden Age Ballet tells the story of the
victorious Soviet soccer team. A polka is a type of dance that originated in central Europe.
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Les Toreadors from Carmen Suite No. 1 • Georges Bizet (1838-1875)
Bizet was a French composer and pianist during the Romantic era. He began studying at the Paris
Conservatory when he was only nine years old. His most famous work is the opera Carmen. The story is set in
Seville, Spain, around 1830. It tells the story of Carmen, “Roma people” Gypsy with a fiery temper. The Toreador
Song is one of the most famous arias from the opera. It is sung by the matador Escamillo, who describes
various situations in the bullfight ring - the cheering of the crowds and the fame that comes with victory. Bizet
arranged the music for orchestra without the singer, and that’s what we will perform for you!
Trumpet Concerto in Ab Major – III.Tempo I • Alexander Arutunian (b. 1920)
Arutunian is an Armenian composer and pianist. He studied at the Moscow Conservatory and he received
many medals and prizes for his compositions. Most of the pieces he writes contain elements of Armenian folk
music. His music also displays great passion and the beauty of the human spirit contradicted by the repression
of the Soviet era, just like that of Shostakovich. Arutunian composed his trumpet concerto in 1950. The folk
music in it sounds improvised in character, but it was actually written down by the composer. One of the many
freedoms we are fortunate to have in the United States is our freedom to express ourselves. People in many
countries around the world do not have this freedom.
Composer – a person who writes music
Concertmaster – The first chair violinist who serves as a leader within the orchestra and is responsible for
tuning the orchestra at the start of rehearsals and concerts is called the Concertmaster.
Form – In each piece of music, all the different elements, like melody, harmony, rhythm and dynamics are
organized giving the piece of muzece get the same letter, the music in those sections is the same.
Opera – An opera is a collaborative work of art with the focus on singing. An opera tells a story, like a play
that is sung. There are usually elaborate sets and costumes. There is an orchestra, a chorus and some very
important singers, called soloists, who tell and act out the story.
Orchestra – An Orchestra is a group of musicians who play instruments from the string, woodwind, brass and
percussion families.
Pizzicato – This word written in music by a composer directs a string player to pluck the strings on the
instrument instead of pulling the bow across the strings to produce sound.
Semper Fidelis • John Philip Sousa (1854-1932)
Sousa was born in Washington, DC, and he began studying the violin and composition at age six. He had
‘perfect pitch,” meaning that when he heard a pitch played, he could name the pitch correctly. His father
was a trombone player in the Marine Band. When Sousa turned 13, his father enlisted him in the U.S. Marine
Corps as an apprentice, and he learned to play all the wind instruments in seven years. When he was thirty-six
years old, Sousa returned to the Marine Band as its conductor. When he left the Marine Band post in 1892,
he started his own band that toured all over the United States and Europe. Sousa liked live performance so
well that for many years he refused to perform on the radio, because he wanted to be able to interact with
the audience. Finally, three years before he died, he did offer a radio broadcast with his band and it was a huge
success. Semper Fidelis, or Semper Fi for short, is Latin for “Always Faithful”; and the piece written by Sousa is
the U.S. Marine Corps anthem. Compare this march to the marches you’ve heard by Prokofiev and Dvorák.
Program Music – Music that tells a story, either with actual words or by using pitches, rhythms, dynamics and
other musical elements.
DEFINITIONS
Timbre – (pronounced TAM-bur) means tone color, or the sound quality that each instrument produces. Each
instrument makes a different quality of sounds based on the materials it is made of, the way it is played, and its size.
Absolute Music – Music that can stand alone in its emotional expression is called absolute music. It is not
intended to tell a story, but it might make you think of a story, an image or other idea as you listen.
Ballet – A ballet is a collaborative work of art with the focus on dancing. There are elaborate sets and costumes,
and musicians perform the music. A ballet usually tells a story, but sometimes is created to evoke emotions.
String Orchestra – This is an ensemble comprised of just strings – no woodwinds, brass or percussion.
Symphony – A Symphony is a piece of music written for an orchestra, and usually is made up of four big
sections called movements.
Texture – Like fabrics, music also has texture. Sometimes it is thin, with just a couple instruments playing;
sometimes it is thick or heavy, with lots of instruments playing. The texture can be bumpy, when musicians play
separated notes called staccato; or it can be smooth, when musicians play long, connected notes called legato.
Theme – A theme is a melody or musical idea that unifies a piece of music. There are themes in literature, too.
Variations – When a musical theme is repeated many times, but is changed each time: either the rhythms, by
adding extra notes, by the instruments that play the theme or melody, so the character or emotion of each
variation is different.
Band – A band is a group of musicians who play instruments from the woodwind, brass and percussion
families. Sometimes a string bass player performs with the band. Sometimes bands play indoors and are called
Concert Bands or Wind Ensembles, while other times bands play outdoors moving around a football field.
These bands are called Marching Bands.
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THE ORCHESTRA AND ITS INSTRUMENTS
A symphony orchestra is a group of people who play many different instruments and make music
together. The instruments of the orchestra are divided into four groups called “families”: the strings,
woodwinds, brass and percussion. Each family contains instruments that are similar in many ways, yet
different in others—much like any family. A band has only three of these families— it does not have
members of the string family.
The strings are the largest family in the orchestra. Over half of the players in the orchestra
play one of the four stringed instruments: the violin, viola, cello, and the string bass.
These four instruments look very much alike. Each of them is made of a specially
shaped hollow wooden box that has four strings stretched tightly along its length.
Each stringed instrument has a bow, a thin stick of flexible wood with horsehair
attached at each end. To make the sound, a player draws the hair of the bow across
the strings, causing the strings to vibrate. The violin is the smallest stringed
instrument and has the highest voice of the family. The violins often play the
melody, or tune, in orchestra music. The viola looks very much like
the violin, but is slightly larger. It has a deeper, mellower sound.
Both the violin and the viola are held under the chin.
The cello, which has an even lower voice, is much larger than the violin and the
viola—so large that it cannot be held under the chin, but must rest on the floor
between the player’s knees. The string bass is the largest member of the string
family, even taller than the person playing it. To play a bass, a person must stand or
sit on a tall stool. The string bass rarely plays the melody, but it has an important
role. Its deep voice is the harmony and foundation of the orchestra. In most
orchestras the string family sits at the front of the stage, right in
front of the conductor.
One special member of the string family is the harp. The harp has forty-seven strings,
which are plucked with the fingers. Most orchestras use a harp only for
certain special pieces.
Behind the strings on stage are the woodwinds. As you might guess from
their name, all of these instruments are played with wind—that is, by blowing
into them. However, not all of them are made of wood. The one exception is the
flute. A long time ago, flutes were made of wood. Today they are made
of metal, but are still in the woodwind family. When a flute player
blows across the opening of the flute, the air inside the
flute vibrates, making a musical sound.
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The clarinet is made of dark-colored wood with metal keys. A clarinet
has a mouthpiece with a tiny piece of cane, or hard grass like bamboo,
called a “reed” attached to it. When a player blows through the mouthpiece, the
reed vibrates, making the clarinet sound. The oboe looks very much like the clarinet. It is hard
to tell the two apart unless you look closely at them and listen carefully. Their sounds are distinctive.
The clarinet has a smooth tone while the oboe’s tone is more piercing. The oboe has a double
reed—two pieces of cane that vibrate against each other to make the oboe’s unique sound.
The bassoon also has a double reed, but sounds much lower than the oboe.
Just as with stringed instruments, the bigger the instrument, the lower the voice in the other
families of the orchestra. The contrabassoon is the biggest and lowest woodwind instrument.
When you unfold the bassoon it is eight feet long, and when you unfold a contrabassoon, it is
sixteen feet long. In comparison, the piccolo is the smallest and highest-pitched woodwind. It
looks like a “baby” flute.
The brass family sits at the very back of the stage, but it is quite easy to recognize
because all the instruments are made of bright shiny metal. Brass instruments are
constructed of long metal tubes which are coiled around and around into shapes that are
easy to handle. Each brass instrument has a different shape, size, and voice.
One important brass instrument, the horn, is sometimes considered part of the woodwind
family because its tone blends beautifully with woodwind instruments as well as with other
brass instruments. The French horn is made of 17 feet of coiled tubing and has a wide
flaring bell. A French horn player can use his hand inserted into the bell to change the sound
of the horn. Many people think the French horn has the most beautiful sound of any musical
instrument in the orchestra.
The trumpet is made from a much shorter piece of tubing and has a
small bell. The trumpet has a clear and brilliant tone, and is also usually very loud, so
the rest of the orchestra never drowns out its voice. It can be heard loud and
clear! The trombone is bigger than the trumpet and has a lower voice. It
has a slide, which is pulled in and out to control pitch. The tuba is very big
and fat, and has an extremely low voice. While the tuba very rarely gets to
play the melody, it plays the important bass notes of the music.
The percussion family has many different instruments made of different shapes
and materials. The instruments produce a variety of sounds. What all of the
percussion instruments have in common is that a player must strike them to make
a sound. The percussion family stands at the back of the stage where there is plenty of
room for all the different percussion instruments and players.
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The most important percussion instruments are the timpani. These
large drums are sometimes called kettledrums because they look like
big copper kettles. The timpani player uses three to five timpani of
different sizes. The small ones play higher pitches and the larger
ones play lower pitches. Timpani are used in almost every orchestra
piece. Many other percussion instruments are used only occasionally,
depending on what kind of sounds the composer needs for the music. The bass
drum is a very large drum – about three feet in diameter. It makes a deep,
thundering sound. The snare drum is a much smaller drum which has metal
wires called snares stretched across the bottom of it. When the drum is struck,
the wires vibrate, making a rattling sound. The triangle is a metal rod bent into
the shape of a triangle. It makes a bell-like sound. Cymbals are two large metal
plates, which are crashed together. The cymbals are usually played loudly, so the
sound can be startling.
OUR ORCHESTRA
The Charlottesville Symphony at the University of Virginia is made up of more than 70 people including
University professors, music teachers, local musicians and college students. Some of them are professional
musicians, and many of them just play for fun, but all of them work just as hard! They rehearse together
every Wednesday, and add extra rehearsals during concert weeks. Each year the orchestra performs
thirteen concerts, plus a special youth concert like the one you will hear.
The Role of the conductor
The conductor of a symphony orchestra has a very difficult and complicated job. She does much more
than stand in front of the orchestra and wave her baton. The conductor must be an interpreter, a teacher,
a leader. She must combine these three jobs to achieve her goal of turning a bunch of individual musicians
into a symphony orchestra that makes beautiful music.
As an interpreter of a piece of music, the conductor works hard to understand the music as well as she
can. She must study a piece of music for a long time before she ever conducts it. While each musician in
the orchestra learns the part his or her instrument plays, the conductor must learn the parts for all the
instruments and know how the different parts fit together. There are many, many details of the music
the conductor has to learn. Two of these are tempo (the speed of the music) and dynamics (loudness or
softness). The conductor must think about how tempo and dynamics change throughout the piece. The
conductor considers how the composer wanted the piece to sound, but she also may use some of her own
ideas about what will sound good. Not every conductor will perform the same piece in exactly the same way.
When the conductor has learned a piece of music, she must teach what she has learned to the orchestra.
She explains the tempo, dynamics and other details. More importantly, she communicates to the
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musicians what kind of mood or character she wants the music to have. The conductor must be familiar
with how to play every instrument so that she can help each musician achieve the sound she wants. When
the orchestra practices, the conductor must listen to every note to make sure all the players are playing the
correct pitches and staying together. She helps the orchestra work on difficult parts until they sound right.
Finally, the conductor must be a leader on stage. During a performance, she uses her hands to
communicate silently with the musicians in the orchestra. Usually a conductor will use her right hand,
which holds the baton, to mark the beat of the music in the proper tempo. The musicians can watch her
to make sure they are playing together. The conductor uses her left hand to communicate dynamics and
more subtle variations in the music.
Like the rest of the people on stage, the conductor is a musician. Her instrument is the whole orchestra.
She “plays” her instrument by guiding the musicians to communicate together what the music has to say.
Our Conductor-Kate Tamarkin
Kate Tamarkin was appointed Music Director and Conductor of the Charlottesville Symphony at the
University of Virginia in 2006. She is also a professor at the University of Virginia. She has spent thirty-four
years as a professional conductor and educator. She was the Music Director of the Monterey Symphony
in California, the Vermont Symphony, the East Texas Symphony and the Fox Valley Symphony Orchestra in
Wisconsin. Ms. Tamarkin was also the Associate Conductor of the Dallas Symphony Orchestra under the
late Eduardo Mata, and she has guest conducted professional orchestras throughout the United States,
China, Canada and Moldova.
Ms. Tamarkin holds a Doctor of Musical Arts from the Peabody Conservatory of Music, a Masters Degree
in Orchestral Conducting from Northwestern University and a Bachelor of Music Education degree from
Chapman University in California. She also studied with such famous conductors as Leonard Bernstein,
Frederik Prausnitz, Bernard Rubenstein, John Koshak and Gustav Meier.
Ms. Tamarkin plays the harp and enjoys playing soothing music for sick patients in hospitals. She was born in
Southern California (which is very far from Charlottesville!) and has lived in several cities around the country. Our Narrator-Matt Blundin
After graduating from Ridley Senior High School in Folsom, PA in 1987, Matt Blundin attended the
University of Virginia on a basketball scholarship. While studying at U.Va, he played both basketball and
football. The U.Va basketball team made it to the NCAA tournament three of his four years on the
team, and reached the Final 8 in 1989. Matt was a co-captain of the basketball team in 1990. The Cavalier
football team also had great success during the time when Matt was a member – the team reached three
bowl games during those years, and it tied for the ACC championship in 1989. In 1991, Matt co-captained
the football team and earned ACC Player of the Year! In 1992, Matt earned a Bachelor of Science degree
in Mathematics from U.Va.
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Following his college graduation, Matt was selected by the Kansas City Chiefs as a quarterback in the
2nd round of the NFL draft. He was a member of the Chiefs from 1992 to 1996 and joined the Detroit
Lions for the 1997 season. Upon “retiring” from the NFL in 1998, he and his wife, Amy, returned to
Charlottesville so he could finish his Master’s Degree in education.
Matt and Amy have lived in Crozet for the last 16 years. They have four wonderful sons: Ethan, Cole,
Luke and Joseph. He is in his fifteenth year working in the Albemarle County Public Schools He taught
math for 11 years (nine at Monticello High School and two at Western Albemarle High School), worked
as an Instructional Coach for two years, and is now in his third year as a Lead Instructional Coach and
Math Curriculum Facilitator for the county. Matt has also coached high school basketball, football and
multiple youth sports teams over the last 16 years. Matt’s family’s greatest joy comes when they are active
together on a river, mountain or beach!
Our Soloist-Christopher Buchanan,,Trumpet
Chris Buchanan was born in Fairfax,Virginia and started playing music at age ten when he found his
grandfather’s old trumpet in the attic. He started composing music in high school after buying an
electronic keyboard, and decided to go to the University of Illinois to study composition. While there
he realized it might be difficult to make a living just composing music, so he also started pursuing a
career as a professional trumpet player. He started taking auditions for bands and orchestras all over
the country, and he won a position at the U.S. Naval Academy Band in Annapolis, Maryland. He has also
played with a number of orchestras, including the Annapolis Symphony, Mid-Atlantic Symphony, Ars Nova
Chamber Orchestra and now the Charlottesville Symphony! Mr. Buchanan also teaches trumpet at the
University of Virginia and is now a member of the United States Navy Band in Washington, D.C. While
he was studying for his Doctorate at the Peabody Conservatory in Baltimore, Chris became fascinated
with playing old instruments. In addition to the modern trumpet, he plays the natural trumpet, which
is from the 1600s and has no valves, and the cornetto, which is a wooden trumpet with finger holes
like a recorder from the 1500s! He loves to play in small ensembles too, like trios and quintets. He has
performed around the world, in cities like London, Paris, Dublin, Chicago, New York and Washington D.C.
After Mr. Buchanan started playing trumpet professionally, he re-discovered the fun of composing, and
since then has written music for the Marine Band, Navy Band, Naval Academy Band, Ars Nova Chamber
Orchestra and for members of the Baltimore Symphony Orchestra. His favorite piece, though, is the one
he wrote for his wife on their wedding day. Chris also studies the history of music, called musicology, and
especially likes the music of Italy and Germany around the year 1600, when the “Renaissance” era was
just ending and the “Baroque” era was just beginning. He has researched his favorite composer, named
Giovanni Gabrieli, by spending a lot of time in the archives of Venice, Italy.
Chris lives in Annapolis, Maryland with his wife, Katie, their two dogs, Satchmo and Penny, and their cat,
Mongo. Katie is a Veterinarian, so they always have lots to talk about at the dinner table! His hobbies are
running, hiking, gardening and eating cheese.
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WORD SEARCH
word search
Y S S C F T B T R U M P E T T Y N S B R A S S
M T I M P A N I O C D R K R S V M Y O W P R N
T R Z D E A B E B F Q F X L V I O L A O I J A
E I D T R O M B O N E E P W L O G Z H O O F R
U N G C C U A V E G C Y M B A L S A V D N QE
B G H N U J H A R P T N O A K I D E W W Q P D
V S I O S Y Z H W H U X J S P N C F V I U X R
U A Z X S T R I N G B A S S Q X B E B N A O U
C L A R I N E T G C A I L O D B A S S D R U M
W D C B O V I J M C E L L O K R M S S S T L M
A F R E N C H H O R N K R N L F L U T EU N T
Can you find the names of the instruments and their families? Write them below. The first letter is
written for you.
Family
S_______
W_______
B_______
P_______
Instrument
V_______
F_______
F_______
T_______
V_______
O_______
T_______
B_______
C______
C_______
T_______
S_______
S_______
B_______
T_______
C_______
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best
Which
is is
the
match?
which
the Best match
DURING THE CONCERT
Draw a line to connect the words that go together.
Please sit quietly and listen to the performance.
Tempo
Cello
Enjoy the music.
Conductor
Woodwinds
Concertmaster
Baton
Storyteller
Leader
Practice
Clap at the end of a piece of music if you enjoyed it.
Notice how the music makes you feel.
Volume
Do you see colors in your mind when you hear the music?
Rehearsal
Brass
Speed
Narrator
Right Hand
Dynamics
Trombone
Strings
Percussion
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Timpani
Oboe
Violinist
What images do you see when you listen to the music?
Does the music make you remember something from your life?
Notice what parts of the music you like – why do you like it?
Notice what parts of the concert you don’t like – what do you not like about it?
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Continue to explore the orchestra
with your family and friends:
Attend the Charlottesville Symphony’s Musical Instrument Petting Zoo
Meet the instruments in the orchestra one-on-one!
FREE!! November 8, 2014, Time to be announced
The Helms Theater, U.Va Arts Grounds
Parking in Culbreth Road Garage
Read Books
Eric Carle I See a Song (K-2)
Steven Kellogg Ralph’s Secret Weapon (K-2)
Valerie Poole Obadiah Coffee and the Music Contest (K-2)
Robert Levine The Story of the Orchestra (4-6)
Illustrated by Peter Spier The Fox Went Out on a Chilly Night (K-6)
Collaboration with Virginia Film Festival Family Day
For more information visit: www.cvillesymphony.org
Watch DVDs
Peter and the Wolf
Tell Your Family About the Youth Concert
Fantasia
What was your favorite piece of music?
Fantasia 2000
What did you hear that you liked?
What did you hear that you didn’t like?
How did each piece of music make you feel?
What did you think about while you listened to the music?
What instrument would you like to play?
Listen to Recordings
Prokofiev: Peter and the Wolf
Saint-Saens: Carnival of the Animals
Britten: Young Person’s Guide to the Orchestra
Attend Concerts
Charlottesville Symphony: www.cvillesymphony.org
Youth Orchestras of Central Virginia: www.yocva.org
Charlottesville High School: www.chsorchestra.org
Visit Websites
www.sphinxkids.org
www.austinsymphony.org/education/instruments
www.classicsforkids.com/music/orchestra.asp
Leopold Mozart: A Children’s Symphony
Debussy: Children’s Corner
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