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  • CHARACTER WORDS
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    • What Makes Us Different!
    • School of Innovation SLIDES
    • S documents
  • Places
    • YEAR 1 & 3 >
      • 1st Nine Weeks >
        • Rio
        • Giant Sequoias
        • Great Wall of China
        • Mount Everest
        • Taj Mahal
        • Grand Canyon
        • Pyramids of Egypt
        • Stonehenge
        • Kyoto
        • Tokyo
      • 2nd 9 Weeks >
        • Venice
        • the Vatican
        • Crystal Bridges
        • Arlington National Cemetery
        • Cave of Crystals/Others
        • Westminster Abbey
        • Sydney Opera House
        • Seattle, Washington
        • Christmas Places
      • 3rd 9 WEEKS >
        • Westminster Palace/Parliament
        • Easter Island
        • ISS
        • Paris
        • Amazon Rainforest
        • Serengeti
        • Festivals!
        • Walt Disney World
        • Pompeii
      • 4th Nine Weeks >
        • Tibet in Exile - INDIA
        • Istanbul
        • Sri Lanka
        • Jerusalem
        • Washington D.C.
        • Florence
        • WEINER!!!
    • YEARS 2 & 4 >
      • 1st Nine Weeks >
        • Memphis
        • Petra
        • Cinque Terre
        • Yosemite
        • Neuschwanstein Castle, Germany
        • Galapagos Islands
        • Keukenhof
        • Thorncrown Chapel
      • 2nd Nine Weeks >
        • Chicago
        • Machu Picchu
        • Scandinavia
        • The Dead Sea
        • Rome
        • Beijing
        • Christmas Week
      • 3rd Nine Weeks >
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        • Mecca
        • Ireland
        • Moscow, Russia
        • Chichen Itza
        • Palace of Versailles
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        • Cairo, Egypt
        • Freedom Tower / 911 Memorial
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        • Terracotta Soldiers
        • Mount Rushmore
        • Parkin Archeological State Park
        • Kilimanjaro, Tanzania
    • Additional PLACES
  • Artists
    • YEAR 1 & 3 >
      • Artist of the Week - 1st 9-weeks >
        • Monet
        • Artisans of the Ozark Folk Center
        • Renoir
        • Wood
        • Rembrandt
        • O'Keeffe
        • Hokusai
        • da Vinci
        • Durer
        • Bierstadt
        • Adams and National Parks
      • Artist of the Week - 2nd 9-weeks >
        • Raphael
        • Munch
        • Rivera
        • Titian
        • Rockwell
        • El Greco
        • Constable
        • David
        • Christmas art
      • Artist of the Week 3rd 9-weeks >
        • Degas
        • Vermeer
        • Cassatt
        • Turner
        • Homer
        • Whistler
        • Seurat
        • Van Gogh
        • Disney
      • Artist of the Week 4th 9-weeks >
        • Sargent
        • Chagall
        • Kandinsky
        • Picasso
        • Dali
        • Remington
        • Mondrian
        • Pollock
    • YEAR 2 & 4 >
      • 1st Nine Weeks >
        • Chihuly
        • Moses
        • Durer and Line
        • Matisse and Shape
        • Van Eyck and Texture
        • Velazquez - Space
        • Christy - Constitution Day
        • Monet and Color
        • Rembrandt and Value
        • Art Review- 1st 9-weeks
      • 2nd Nine Weeks Art >
        • da Vinci and Drawing
        • Cassatt and Painting
        • Hokusai and printmaking
        • Picasso and Collage
        • Rivera and murals
        • Michelangelo and sculpture
        • Relief Sculpture
        • Rodin and modern sculpture
        • Schulz and cartooning
        • Van Allsburg and illustration
      • 3rd Nine Weeks Art >
        • Warhol and Pattern
        • Escher and positive negative space
        • Van Gogh and rhythm
        • O'Keeffe and scale/proportion
        • Caravaggio and Emphasis
        • Kandinsky and Variety
        • Cezanne and Balance
        • Art in ancient culture
      • 4th Nine Weeks Art >
        • Bruegel and genre
        • Illuminated manuscripts
        • Adams and photography
        • Wright and architecture
        • Seurat and art displaying
        • Toulouse-Lautrec and graphic art
        • Tiffany and decorative arts
        • Drake and crafts
        • New Media Art
    • Halloween Art
    • Veterans Day & Art
    • Thanksgiving art
    • Valentine's Day art
    • Presidents Day Art
  • Musicians
    • YEAR 1 & 3 >
      • 1st Nine Weeks >
        • Beethoven
        • Tribute to Aretha Franklin
        • Jimmy Driftwood
        • John Phillip Sousa
        • Claude Debussy
        • W. A. Mozart
        • John Williams
        • Idina Menzel
        • Amy Beach
        • Marching Bands
        • Carl Orff
        • William Grant Still
        • Scott Joplin
      • 2nd Nine Weeks >
        • Stephen Foster
        • Andrew Lloyd Webber
        • Johnny Cash
        • Aaron Copland
        • Musical Elements: Rhythm with Infinitus
        • Thanksgiving Music
        • Tchaikovsky
        • Handel
        • Johnny Marks
      • 3rd Nine Weeks >
        • Stephen Sondheim
        • Pentatonix
        • Sergei Prokofiev
        • Elton John
        • Louis Armstrong
        • Glen Campbell
        • Cher
        • The Gershwin Brothers
        • Henry Mancini
        • The British Invasion
        • Woody Guthrie
        • Dr. Seuss Music
        • Alan Menken
      • 4th Nine Weeks >
        • Florence Price
        • Yo-Yo Ma
        • George M. Cohan
        • Rimsky-Korsakov
        • Rodgers & Hammerstein
        • Antonio Vivaldi
        • Albert Ketelbey
        • Bette Midler
        • Gustav Mahler
        • Robert Rodriguez
        • Stevie Wonder
        • Carrie Underwood
        • Keith Urban
    • YEARS 2 & 4 >
      • 1st Nine Weeks >
        • Elvis Presley
        • Glen Campbell
        • Dolly Parton
        • Beach Boys
        • Richard Wagner
        • John Lennon
        • Camille Saint-Saens
        • Rossini
        • Mark Alan Springer
        • Review Week
        • Bobby McFerrin
        • Randall Standridge
      • 2nd Nine Weeks >
        • Chicago
        • J. S. Bach
        • Banjamin Britten
        • Leonard Bernstein
        • Ella Fitzgerald
        • One Voice Children's Choir
        • Christmas Around the World
        • Jingle Bells
      • 3rd Nine Weeks >
        • Bedrich Smetana
        • Disney Composers
        • Garth Brooks
        • Edgar Varese
        • Joni Mitchell
        • Frederic Chopin
        • Valentine's Day
        • Koji Kondo
        • Philip Glass
        • Lin-Manuel Miranda
        • Review Week
      • 4th Nine Weeks >
        • Marian Anderson
        • Johann Strauss, Jr. >
          • Johann Strauss, Jr.
        • John Denver
        • Moses Hogan
        • Barry Manilow
        • F. J. Haydn
        • Wynton Marsalis
        • Gloria Estefan
        • George Strait
        • Jake Shimabukuro
        • Yanni
  • CHARACTER WORDS
  • School of Innovation!
    • Laying a Foundation
    • Art Music Plan
    • It's OFFICIAL!
    • Rationale
    • Mission & Vision
    • ADE Approved Plan
    • Graphic Plan
    • Implementation Plan
  • Library
  • G./T.
  • National Blue Ribbon School Info
  • Parents' Page
    • Resources for Parents




                               
​                                                     Benjamin Britten

Patriotic Assembly Song of the Week:
Armed Forces Medley
November 11     Veterans Day

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Featured Musician of the Week:

BENJAMIN BRITTEN
England   1913 - 1976


MONDAY

Listening Example: Introduction to The Young Person's Guide to the Orchestra 
Benjamin Britten was a leading British composer of the mid-20th century, whose operas were considered the finest English operas since those of Henry Purcell in the 17th century. He was also an outstanding pianist and conductor
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Edward Benjamin Britten, Baron Britten Of Aldeburgh (that is his full name) was born in the fishing port of Lowestoft in Suffolk, on the east coast of England on 22 November 1913.  He was the youngest of four children.  
Britten showed musical talent at an early age.  He began piano lessons at the age of 7.  By the age of 10, he was learning to play the viola.  When he was 13 years old, he was writing his own music.  
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Today’s listening example is the introduction to Britten’s “Young Person’s Guide to the Orchestra”.  This section of Britten’s work sets up the rest of the music.  This part is called the theme.  Later, the different instrument families will play this theme as what is called a variation.  It is important to know that Britten didn’t write this section.  It was written hundreds of years before he came along by Henry Purcell.  Britten took Purcell’s work and made it his own.

TUESDAY

Listening Example:  The Young Person's Guide to the Orchestra:  Woodwinds
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​Benjamin Britten was passionate about music.  He was inspired to write his music from things that happened in his life.  In fact, he went to Germany to give recitals to concentration camp survivors.What he saw there shocked Britten so much that he refused to talk about it until towards the end of his life.  He told his friend Peter that it had coloured everything he had written since.  There is a definite difference in the light and airy pieces he wrote before those recitals, and the serious, almost somber, pieces he wrote afterwards.
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As we learned yesterday, Britten used a piece of Henry Purcell’s music to create his “Young Person’s Guide to the Orchestra”.  The introduction we heard yesterday was the “Theme” of the piece.  The rest of the week, we will explore the variations.  A variation is kind of like the remix of the theme.  In this case, each section of the orchestra does their own “remix” or variation, of the theme.
Today we will hear the first of the four variations.  This remix is from the woodwind family.  They are called woodwinds because these instruments were originally made of wood and you must blow air through them to produce a sound.  The woodwind family of instruments includes, from the highest sounding instruments to the lowest, the piccolo, flute, oboe, English horn, clarinet, E-flat clarinet, bass clarinet, bassoon and contrabassoon.

WOODWIND FAMILY

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Today’s listening example is the Woodwinds section of The Young Person’s Guide to the Orchestra.  You will hear all the instruments in the family from picolo to contrabassoon.  Can you identify the instruments as they play?

For the Piccolos, flutes, oboes, clarinets, and bassons, start at 2:10 and listen to 4:58.


WEDNESDAY

Listening Example:  The Young Person's Guide to the Orchestra:  String Family
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We have studied composers who composed music for movies (do you remember one of them? John Williams).  In February of 1935, Britten was asked to compose a score for a documentary for the British Broadcasting Corporation.  He wasn’t thrilled about the prospect, but he did it anyway.  This lead to jobs working on 4 other movies during the course of his career.
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​The strings are the largest family of instruments in the orchestra and they come in four sizes: the violin, which is the smallest, viola, cello, and the biggest, the double bass, sometimes called the contrabass. The smaller instruments, the violin and viola, make higher-pitched sounds, while the larger cello and double bass produce low rich sounds. They are all similarly shaped, with curvy wooden bodies and wooden necks. The strings stretch over the body and neck and attach to small decorative heads, where they are tuned with small tuning pegs.
When you look at a string instrument, the first thing you'll probably notice is that it's made of wood, so why is it called a string instrument? The bodies of the string instruments, which are hollow inside to allow sound to vibrate within them, are made of different kinds of wood, but the part of the instrument that makes the sound is the strings, which are made of nylon, steel or sometimes gut. The strings are played most often by drawing a bow across them. The handle of the bow is made of wood and the strings of the bow are actually horsehair from horses' tails! Sometimes the musicians will use their fingers to pluck the strings, and occasionally they will turn the bow upside down and play the strings with the wooden handle.
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Today’s listening example highlights the string family in variations 5-9 in Britten's Guide to the Orchestra.  Orchestra works tend to rely more on the strings than on any other group because of the way they blend beautifully. When players pluck the strings, that is called playing "pizzicato" [pit-sih-ka-toe].  The harp can pluck the strings or play fast slides called glissandos.
Variations 5-9, featuring the string family, begins at 5:30 and ends at 9:25

THURSDAY

Listening Example:  The Young Person's Guide to the Orchestra:  The Brass Family
​When we talk about musical instruments, we often talk about them as being part of a family. That's because, just like in human families, the instruments in a particular family are related to each other. They are often made of the same types of materials, usually look similar to one another, and produce sound in comparable ways. Some are larger and some are smaller, just as parents are bigger than children.
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If you think the brass family got its name because the instruments are made of brass, you're right! This family of instruments can play louder than any other in the orchestra and can also be heard from far away. Although their early ancestors are known to have been made of wood, tusks, animal horns or shells, today's modern instruments are made entirely of brass. Brass instruments are essentially very long pipes that widen at their ends into a bell-like shape. The pipes have been curved and twisted into different shapes to make them easier to hold and play.
​Like the woodwind family, brass players use their breath to produce sound, but instead of blowing into a reed, you vibrate your own lips by buzzing them against a metal cup-shaped mouthpiece. The mouthpiece helps to amplify the buzzing of the lips, which creates the sound. Most brass instruments have valves attached to their long pipes; the valves look like buttons. When you press down on the valves, they open and close different parts of the pipe. You change the pitch and sound by pressing different valves and buzzing your lips harder or softer. The brass family members that are most commonly used in the orchestra include the trumpet, French horn, trombone, and the tuba.
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Today’s listening example features the brass variation on the theme from Monday.  Brasses are powerful instruments, often used for bold, heroic statements.  They can add exciting impact to music.  They are frequently given solo passages as well.  Besides sounding loud and powerful, the brasses can also sound warm and mellow.
Hear the brass at 9:32 to 11:45

FRIDAY

Listening Example:  The Young Person's Guide to the Orchestra:  The Percussion Family

Many young people enjoy attending concerts of Britten's music.

As one of the greatest English composers of the 20th-century, Benjamin Britten received many awards during his lifetime.  He was featured in TIME magazine and honored with a British centennial postage stamp and biography in 2013.  A huge, sculptured scallop shell was erected on a beach in England in honor of one of his operas.  Today we end our study of Britten’s Young Person’s Guide to the Orchestra with the percussion section.
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The percussion family is the largest in the orchestra. Percussion instruments include any instrument that makes a sound when it is hit, shaken, or scraped. It's not easy to be a percussionist because it takes a lot of practice to hit an instrument with the right amount of strength, in the right place and at the right time. Some percussion instruments are tuned and can sound different notes, like the xylophone, timpani or piano, and some are untuned with no definite pitch, like the bass drum, cymbals or castanets.
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Percussion instruments keep the rhythm, make special sounds and add excitement and color. Unlike most of the other players in the orchestra, a percussionist will usually play many different instruments in one piece of music. The most common percussion instruments in the orchestra include the timpani, xylophone, cymbals, triangle, snare drum, bass drum, tambourine, maracas, gongs, chimes, celesta and piano.

Today’s listening example highlights the Percussion section of the orchestra.  Percussion instruments have long been used to emphasize rhythm and accent points in music.  But it wasn’t until the 20th-century that composers were willing to explore the special tone colors of the percussion group, and occasionally write entire pieces to show it off.  Enjoy the sounds of the percussion instruments in this section of Britten’s Guide.
Concluding Section
Click on the link below to hear the concluding section of The Young Person's Guide to the Orchestra.  This immediately follows the percussion beginning with a lively new tune played by an unaccompanied piccolo.  Then other instruments enter, each playing the same tune.  After woodwind, string, brass and percussion instruments have had their turn, the brasses bring back the main theme and provide an exciting ending.

Youtube video - Concluding Section    13:50 - 17:00 minutes




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