u e Sy mphony Orchestras

The Dubuq

k Concerts
Gr a d e Arts Tre
For the 5 t h

2017 - 2018 SEASON

 A Letter for Students

A Letter for Students from the Maestro 3 Dear Friends,

TABLE OF CONTENTS
Program Page 4 Dear Friends,

Hi! My name is William. Some of you may remember a field trip a

Before the Concert 5 few years ago when your third-grade class visited Five Flags Theater
and heard a concert of the Dubuque Symphony Orchestra. If you do
Composers & Musical Selections 8 remember that trip, you might remember me: I was the conductor of
the orchestra that day.
Instruments of the Orchestra 16 Now that you are big fifth graders, you get another chance to come to
Five Flags Theater and hear the symphonythis year your class will
Orchestra Stage Layout 20 come for a concert on November 8th. Im excited to have you back!
Are you excited?
Meet the Conductor 21
Last time, the concert helped teach you what an orchestra is: the four
families of instruments, remember? Strings, woodwinds, brass, and
Symphony Musicians 22 percussion. Yep, you remember. You also got to hear each kind of
instrument play a solo and the whole orchestra play together.
Concert Etiquette 24
This time, we will focus on American music, including some music
from colonial times. We have a very patriotic program for you,
Another Letter from the Maestro 26 including songs we will ask you to sing-along. It should be fun!

Web Explorations 27 Along the way, you will learn more about American history, our
American musical heritage, some great American composers, and, of
course, more about the orchestra and about listening skills.
Classroom Activities 28
Yet, of all our goals for this concert, our greatest hope is that you will
After the Concert 33 decide to make music yourself! We hope to inspire you to sing in a
choir or play an instrument, or both! As I told you at the third-grade
concert, I firmly believe that everyone has some form of musical
talent. Even if youve never played an instrument, go ahead and try
one. If you tried playing an instrument and gave it up, try a different
one; sometimes it takes a couple of tries to find the right fit for your
musical talent. Thats what happened to me, but that is a story for
another time

I hope you enjoy getting ready for the concert, and I look forward to
seeing you there!

Sincerely,

Dr. William Intriligator

2 A TEACHERS GUIDE 5TH GRADE ARTS TREK 3

 Before the Concert
Dubuque Symphony Orchestra
PROGRAM
Dr. William Intriligator, Music Director & Conductor PREPARE A LITTLE EACH DAY
QUESTIONS FOR DISCUSSION
5th Grade Arts Trek Concerts We suggest you begin talking about the Arts Trek
trip well before the concert. This way, you can 1. What musical instruments will you hear?
Wednesday, November 8, 2017
build momentum by preparing a little each day.
9:30 a.m. 10:40 a.m. 11:50 a.m. 2. How would you describe the style of music
Focus the students attention on what to expect at
you will hear?
the symphony concert, both visually and aurally.

American Experience Discuss the questions in the box on the right in

small groups and compare answers in a large
3. Will the music be happy, exciting, strange,
loud, etc.?

group. Keep running lists on the blackboard and 4. Who is symphonic/classical music for?
invite the students to add to them each day. (Answer: Everyone!)
SMITH Star Spangled Banner (sing-along)
Cindy Caraway, voice Examples: 5. Who listens to it? Why?

We Will Hear: 6. How do the musicians stay together as an

TRADITIONAL Yankee Doodle (sing-along) orchestra while they perform?
Cindy Caraway, voice Instruments, Maestro Intriligator, tuning of the
orchestra, etc.
7. What will the conductor do?
GOULD Yankee Doodle We Will See: 8. Which instruments will be the busiest?
Violins, the conductor, a stage, drums, etc.
COHAN Youre a Grand Old Flag (sing-along) 9. What should the students do while the
Cindy Caraway, voice You may want to post pictures of instruments or musicians are performing?
an orchestra with the concert date, time and place.
STRAVINSKY Pulcinella: Ballet Suite
Tarantella
Vivo
Finale

COPLAND Clarinet Concerto

Corey Mackey, clarinet

GREENWOOD/LOWDEN God Bless the USA VISUAL EXPECTATIONS

Cindy Caraway, voice WHAT WILL WE SEE?
Familiarize your students with the stage and
1. How many musicians will be on stage?
setup of a symphony orchestra. What will their
SOUSA Stars and Stripes Forever view be like main floor, box seats, or balcony? 2. How will the musicians be dressed?
Please see your reservation confirmation for
your seating location. 3. What will the theater look like?

4. How is the orchestra arranged?

The Dubuque Symphony Orchestra gratefully acknowledges
Mark and Cheryl Falb for sponsoring the Arts Trek Concerts.

4 A TEACHERS GUIDE 5TH GRADE ARTS TREK 5

Before the Concert
AURAL EXPECTATIONS
Listen to the recordings of the concert program (provided
upon request). This is one of the most important things
you can do to prepare your students for the concert.
Becoming familiar with the sound of the music will
enhance the concert experience for your students. See the
What Will We Hear? box to get started!
LISTENING
Talk to your students about silence and sound in the
environment around you. This will encourage their
sensitivity to subtle sounds and listening skills for music.
Tell your students that on the count of three everyone
should be absolutely silent and as still as possible.
Explain to them that during this time they are to listen
for any sounds and that they will need to identify what
they hear. Then, BE QUIET and LISTEN. After a minute
or so, break the silence and ask if anyone heard anything
interesting (other than giggling, of course!).
You might be amazed at how many sounds your students
will pick up, and they may be impressed at how many
sounds they had not heard before. Likely examples include
wind, trees rustling, distant airplanes, people walking
and talking, fans, clocks, fluorescent lights buzzing, etc.
Then suggest to your students that, just as theyve been
quiet and attentive and have heard many different types
of sounds, there are other times and places when it is
important to stop and listen very carefully. Can they
name some of these times and places and why? Why is
it important to stop, be silent and listen carefully during
their experience at Arts Trek?
If they listen carefully, they will be able to hear the
different instruments of the orchestra as they play alone
or together. By listening quietly, they will give other
audience members the chance to hear instruments alone
and in combination as well.
6 A TEACHERS GUIDE
written journal recording how they feel throughout the
WHAT WILL WE HEAR?
1. Can you pick out any individual instruments?
(examples: flute, trumpet, violins?)
2. What do the sounds remind you of?
3. How would you describe the music?
4. How does the music make you feel?
5. How would you conduct this music?
6. How would you dance to it?
EXPRESSION
QUESTIONS FOR JOURNALING
Create an environment in which your students feel 1. What was the trip like to the theater?
comfortable expressing the emotions they feel when
listening to music. 2. What were the three most exciting things that
happened during the day?
For instance, you can ask students to keep a pictorial or
3. What was your favorite instrument? Why?
day. Encourage them to draw, color, collage, write and be
creative in their journals. 4. Did you laugh at anything that happened on
the trip?
Music is emotional, so ask them to write or draw how
5. Did anything in the concert frighten you?
they feel when they hear different music. Let the students
know that the music is not going to make everyone feel
6. How did the music make you feel?
exactly the same way and that this is okay. Remind them
that there are no right or wrong answers. Each person is 7. What mood were you in while listening to the
unique and each persons response to a piece of music can music? Did your mood change depending on
be unique, too. In fact, they may change the way they feel what was happening in the music?
when they hear the same piece of music from one day to
another.
After your students have attended the Dubuque Symphony
Orchestra concert, have them continue to be expressive in
their journals.
Music is not going to make everyone feel exactly the same way and that is okay.
5TH GRADE ARTS TREK 7
Composers & Musical Selections
As youre learning about the Constitution of the United States of America, youll note that one of the best liberties
we have in our country is the freedom to express ourselves artistically. Our nation is full of poets, writers,
musicians, and artists of all sorts who take advantage of that freedom every day by creating visual art, plays,
books, and music for everyone to enjoy.
All of the musical selections on the American Experience program are patriotic and written by American
composers. Patriotism in music means that it expresses devotion to our country, the United States of America.
Many of the pieces youll hear incorporate old, well-known folk-songs from the Revolutionary and Civil Wars.
Other works are modern and original, but still convey the ideas of loyalty and pride in our nation.
As youre listening to the music, try to pick out phrases that are repeated in different ways. This technique
is called Theme and Variations. Sometimes composers use variations in strange or funny ways, hiding
musical jokes in their pieces. Other times, composers use the orchestra to create sound effects, like in a movie.
See if you can hear the different ways the themes, or motifs, are modified and changed throughout Yankee
Doodle.
Please take some time to learn about each of the pieces you will hear in November. The more background
information you know about the selections and composers, the more interesting the concert will be. And when
youre in Five Flags Theater with us, we hope you will sit back, relax, and enjoy the show. See you soon!
JOHN STAFFORD SMITH: STAR SPANGLED BANNER *Sing-along
The Star-Spangled Banner is the national anthem of the United States of America.
The lyrics come from Defense of Fort McHenry, a poem written in 1814 by Francis Scott
Key. Key wrote the poem after witnessing the attack on Fort McHenry in Chesapeake
Bay by the British Royal Navy during the War of 1812. The poem was set to the tune of
a popular British drinking song, written by John Stafford Smith, called To Anacreon in
Heaven.
If you listen closely to the lyrics, you can almost hear the battle taking place. The rockets red glare and bombs
bursting in air refer to the rocket-propelled bombs that the British warships shot at Fort McHenry. The explosions
would have looked like modern-day fireworks displays. As long as the American flag (with only 15 stars and stripes
at the time) flew over Fort McHenry, Francis Scott Key could tell that the American soldiers hadnt surrendered.
Although the Star-Spangled Banner was written in 1814, it didnt officially become the United States national
anthem until 1931. Up until then, many other songs were sung at government functions and sporting events, like
the tune America (aka My Country, Tis of Thee). Today, the Star-Spangled Banner is performed before the
beginning of all MLS, NBA, NFL, MLB and NHL games (with at least one American team playing), as well as in a
pre-race ceremony portion of every NASCAR race.
STAR SPANGLED BANNER
O! Say can you see by the dawns early light,
LYRICS
What so proudly we hailed at the twilights last gleaming,
Whose broad stripes and bright stars through the perilous fight,
Oer 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,
8A TEACHERS GUIDE
Oer the land of the free and the home of the brave
MORTON GOULD: YANKEE DOODLE *Sing-along
Yankee Doodle is a well-known American folk-song, the origin of which dates back to
the French and Indian War in North America, 175463. During this conflict, the British
and American Colonial armies fought against the French colonists and their Native
American allies over a land-dispute in present-day Pennsylvania. Many historians say
that Yankee Doodle was a song originally sung by British military officers to mock the
disheveled, disorganized colonial Yankees with whom they served.
The word Doodle first appeared in the early seventeenth century and comes from the
German dudel or ddel, meaning fool or simpleton. Macaroni wigs were very fashionable in the 1700s and
macaroni became slang for stylish or fancy. Therefore, the intended meaning of the phrase, stuck a feather
in his cap and called it macaroni, is that Yankees were so unsophisticated that they thought simply sticking a
feather in a cap would make them the most stylish guys around.
Morton Gould was born in Queens, New York City, in 1913. He began to play the piano by ear when he was four,
and wrote and published his first melody when he was six - it was called Just Six. He won a scholarship to the
Institute of Musical Art (now the Juilliard School) when he was eight. When Gould was a teenager he worked in
New York City playing piano in movie theaters as well as with vaudeville acts. By 1935, he was conducting and
arranging orchestral programs for New Yorks WOR radio station.
At WOR, Gould combined popular programming with classical music. During World War II, he composed music
that was patriotic and inspirational; band music, marches, and orchestral celebrations of American life. In
1945, Gould created a version of Yankee Doodle using the theme and variation style of composing. In music,
variation is a formal technique where a melody or phrase is repeated in an altered form. The changes may
involve harmony, melody, counterpoint, rhythm, timbre, orchestration, or any combination of these. In Yankee
Doodle, the composer makes the folk-song more interesting by playing the tune in a number of different ways,
or variations. See if you can hear all of the variations in Goulds Yankee Doodle and identify how the melody has
been changed.
YANKEE DOODLE
Yankee Doodle went to town Yankee Doodle, keep it up
LYRICS
A-riding on a pony Yankee Doodle dandy
Stuck a feather in his hat Mind the music and the step
And called it macaroni. And with the girls be handy.
5TH GRADE ARTS TREK 9
 GEORGE M. COHAN: YOURE A GRAND OLD FLAG *Sing-along
George M. Cohan (July 3, 1878 November 5, 1942), was an American entertainer,
playwright, composer, lyricist, actor, singer, dancer and producer. Cohan claimed to
have been born on the 4th of July in 1878 in Providence, Rhode Island even though
he was really born on July 3rd. He began his career as a child, performing with his
parents and sister in their vaudeville act known as The Four Cohans.
Vaudeville was a popular type of live theater show in the United States from the
1880s until the early 1930s. Vaudeville performances were often referred to as variety
shows because each night featured a variety of different acts, such as musicians, comedians, dancers, magicians,
and trained animals, all performing one after another on the same stage. Five Flags Theater, where you will
attend the 5th Grade Arts Trek concert, hosted many vaudeville acts in the early 1900s right here in Dubuque!
Beginning with Little Johnny Jones in 1904, George Cohan wrote, composed, produced, and appeared in more
than three dozen Broadway musicals. He published more than 300 songs during his lifetime and was known
as the man who owned Broadway. Most of Cohans Broadway musicals were funny and lighthearted, and he
is considered the father of American musical comedy. Broadway refers to the theater district on Broadway
Street in New York Citys Manhattan borough. Performances on Broadway are considered to represent the
highest level of theatrical production in the world.
Youre a Grand Old Flag is an American patriotic march written in tribute to the flag of the United States
of America. It was composed in 1906 for the musical, George Washington Jr. In 1936, George Cohan was
awarded the Congressional Gold Medal (the highest civilian award in the USA) in recognition for composing
Youre a Grand Old Flag and Over There, another patriotic song. Youre a Grand Old Flag was the first
song from a musical to sell over a million copies of sheet music. It is an example of the pride and patriotism felt
by many Americans at the turn of the 20th century.
YOURE A GRAND OLD FLAG
Chorus
LYRICS
Youre a grand old flag,
Youre a high-flying flag,
And forever in peace may you wave.
Youre the emblem of the land I love,
The home of the free and the brave.
Evry heart beats true
Neath the Red, White and Blue,
Where theres never a boast or gran.
But should auld avquaintance be forgot,
Keep your eye on the grand old flag.
10 A TEACHERS GUIDE
IGOR STRAVINSKY: PULCINELLA: BALLET SUITE
Russian composter Igor Stravinsky (born June 18, 1882) is considered to be one of
the most important composers of the 20th century. He wrote many works that have
stood the test of time, including The Rite of Spring (you may recognize this piece from
Disneys Fantasia).
The idea to write Pulcinella came from Serge Diaghilev, impresario of the Ballet
Russe (Russian Ballet). Impresario is a historical term, referring to someone who
organizes concerts, plays, operas, or ballets. Diaghilev and Stravinsky had collaborated
on three ballets in the past, and Diaghilev approached Stravinsky in 1919 to suggest using the music of 18th-
century Italian composer Giovanni Pergolesi as inspiration for a new ballet. Stravinsky left several elements of
Pergolesis original music intact, but added his own unique voice to the composition, especially in the rhythms
and harmonies of the music. Harmony refers to the combination of notes that sound at the same time,
producing chords.
Pulcinella premiered in May 1920 at the Paris Opera House. Many well-known people were involved the
choreography was by Lonide Massine, and Pablo Picasso designed the scenery and sets. It wasnt always easy,
though; Diaghilev asked Picasso to redo his designs twice, and at one point he even threw Picassos drawings
on the floor and stomped on them!
There are many exciting things happening in this music; the first movement, Tarantella, features lots of fast
notes in the strings. In the second movement, Vivo, listen for the funny duet between the trombone and bass.
In the third movement, Finale, we hear from all of the instruments on stage, and each section gets its time
(even if its only for a few seconds!) in the spotlight.
sketch of set
design by Picasso
5TH GRADE ARTS TREK 11
 COPLAND: CLARINET CONCERTO
Aaron Copland (born November 14, 1900) is one of the best-known American composers.
The son of Russian-Jewish immigrants, Copland began playing the piano as a child and
had decided by the time he was 15-years-old that he wanted to be a composer. When he
was 20 years old he traveled to France, where he remained for three years, and studied
with Nadia Boulanger. Boulanger was a brilliant teacher who impacted an entire
generation of composers.
Copland was asked to write his concerto by Benny Goodman, one of the most celebrated
jazz artists in the world. Copland wrote the piece between 1947 and 1948, but it didnt
get premiered until 1950. This is because Goodman found the piece to be so difficult that he kept asking for the
premiere to be postponed!
The piece is written in two movements, with a cadenza linking them. A cadenza is an improvised or (in this
case) a written-out passage played by the soloist, usually while the accompaniment stops playing, and allows the
soloist to display their virtuosity. The first movement of the concerto is slow and lyrical, with the clarinet playing
a lovely, calm melody. Things get significantly more exciting in the second movement, which has an upbeat,
jazzy feel. Copland incorporated elements of boogie woogie, Charleston rhythms, and Brazilian folk tunes in this
movement. Listen for the glissando (a continuous slide upward or downward between two notes) at the end of
the piece!
LEE GREENWOOD/ARR. LOWDEN: GOD BLESS THE USA
*Sing-along
God Bless the USA is an American patriotic song written and recorded by country
musician Lee Greenwood. The first Greenwood album it appears on is 1984s Youve Got a
Good Love Comin. It reached No. 7 on the Billboard magazine Hot Country Singles chart
when originally released in the spring of 1984, and was played at the 1984 Republican
National Convention with President Ronald Reagan and first lady Nancy Reagan in
attendance. The song gained greater prominence during the Gulf War in 1990 and 1991,
as a way of boosting morale. The popularity of the song rose again after the September 11,
2001 attacks on the United States and after Osama Bin Laden was killed in Pakistan in 2011.
Lee Greenwood was born in Los Angeles, CA in 1942. He grew up near Sacramento, CA on his grandparents
chicken farm and studied music from early childhood. He formed his first band, The Apollos, in 1962. In
interviews, Greenwood has said that he wanted to write the song God Bless the USA his whole life.
GOD BLESS THE USA

Verse1: Verse 2:

LYRICS
COREY MACKEY, CLARINET If tomorrow all the things were gone, From the lakes of Minnesota,
Id worked for all my life. to the hills of Tennessee.
Corey Mackey is the Assistant Professor of Clarinet at the University of Wisconsin- And I had to start again, Across the plains of Texas,
Platteville and the Principal Clarinetist of the Dubuque Symphony Orchestra. He is a with just my children and my wife. From sea to shining sea.
founding member of Driftless Winds, a dynamic professional reed trio that maintains Id thank my lucky stars, From Detroit down to Houston,
a vigorous schedule of recitals, concerts, and conference performances nationwide. to be livin here today. and New York to L.A.
Cause the flag still stands for freedom, Well theres pride in every American heart,
Corey has performed and recorded an album with the Cincinnati Symphony Orchestra, and they cant take that away. and its time we stand and say.
and has performed with CSO-based chamber ensemble concert:nova, as well as
the Cincinnati Chamber Orchestra. He was previously a member of the Flagstaff Chorus: Chorus:
Symphony Orchestra (AZ), Richmond Symphony (IN), and Montgomery-Blue Ash And Im proud to be an American, That Im proud to be an American,
Symphony (OH). In June 2018, Corey will record an album of new and currently unrecorded pieces for clarinet where at least I know Im free. where at least I know Im free.
and percussion. Always looking to perform new music, Corey has premiered and/or commissioned new works And I wont forget the men who died, And I wont forget the men who died,
by Libby Larsen, Adam Gorb, James Stephensen, William Neil, Nathan Daugherty, Chia-Yu Hsu, Brian van who gave that right to me. who gave that right to me.
Winkle, Rachel Devorah Trapp, Amy Dunker, Luke Flynn, and Adam ODell. And I gladly stand up, And I gladly stand up,
next to you and defend her still today. next to you and defend her still today.
A sought-after pedagogue, Corey has given masterclasses and guest recitals at Austin Peay State University, Cause there aint no doubt I love this land, Cause there aint no doubt I love this land,
Western Michigan University, Iowa State University, University of Northern Iowa, and the University of God bless the USA. God bless the USA.
Tennessee Martin. He has been invited to perform at several national conferences including the International
Double Reed Society, Iowa Music Teachers Association, and the College Music Society National and Regional Repeat Chorus
Conferences.

Corey holds a D.M.A. from the College-Conservatory of Music, University of Cincinnati, a M.M. from the
University of Minnesota - Twin Cities, and a B.M. in Music Education and Performance from Northern Arizona
University. His principal teachers include Burt Hara, Richie Hawley, Jonathan Gunn, Jeremy Reynolds
and Michael Sullivan. He is sponsored by DAddario Woodwinds and is the Wisconsin State Chair for the
International Clarinet Society.

12 A TEACHERS GUIDE 5TH GRADE ARTS TREK 13

 JOHN PHILIP SOUSA: STARS AND STRIPES FOREVER
John Philip Sousa (November 6, 1854 March 6, 1932) was an American composer who
was known for military and patriotic marches. A march is a piece of music with a strong
rhythm that was written for soldiers to walk, or march to. Because of Sousas mastery
of march composition, he is often referred to as the American March King. His most
famous marches are Semper Fidelis (Official March of the United States Marine Corps)
and The Stars and Stripes Forever (National March of the United States of America).
Sousa started his music education by playing the violin at age six. When Sousa reached
the age of 13, his father, a trombonist in the Marine Band, enlisted his son in the United
States Marine Corps as an apprentice to keep him from joining a circus band. Sousa served his apprenticeship
for seven years until 1875 and learned to play all the wind instruments in addition to the violin.
CINDY CARAWAY
ARTS TREK GUEST SOLOIST
Cindy Caraway lives in Dubuque with her husband, Dan, and their two dogs, Freckles
and Ogie. In a former life, she traveled the world as a featured vocalist on board
the ships of Carnival Cruise Lines and several summers were spent performing at
seasonal dinner theaters and theme parks across the U.S.
Cindy is proud to be involved at The Grand Opera House where she appears not
only onstage but behind the scenes directing, choreographing and building props.
Most recently, she played the lead role of Madame Rose in the Grands production
of Gypsy. Cindy works at Five Flags as a Production Runner, sings with the Julien
Chamber Choir and enjoys fishing on the Mississippi.

Stars and Stripes Forever was written on Christmas Day in 1896. Sousa had just learned that his friend David
Blakely, the manager of the Sousa Band, had died and so he wrote the march in his memory. Stars and Stripes
Forever follows the standard American march form that is credited to Sousa:

I-AA-BB-C(C)-Br-C-Br-C (Grandioso).

I: Introduction (Fanfare)

AA: First Strain (first prominent melody) is played and repeated

BB: Second Strain is played and repeated

C(C): Trio (Main Melody) is played and sometimes repeated at a different dynamic or with the addition
of a piccolo playing over the melody

Br: Breakstrain (Interlude). Usually loud and intense.

C: Trio/Main Melody repeated

Br: Breakstrain/Interlude repeated

C (Grandioso): Trio repeated in an exciting way. Its called Grandioso because its typically much louder
than the previous playings of the trio and utilizes all sections of the band, bringing everything to a close.

14 A TEACHERS GUIDE 5TH GRADE ARTS TREK 15

 Instruments of the Orchestra
All musical instruments can be sorted into four groups called families. They are: Strings, Woodwinds, Brass,
and Percussion. Except for singing, all music-making is created by members of these groups. The symphony
orchestra uses a variety of instruments from all of the families to create beautiful music.
THE STRING FAMILY
Violin Viola Cello Bass
The string section has the most musicians in an orchestra. Why? Because a single string instrument cannot make
as much sound as those in the other families. It takes many strings to produce a rich sound that will balance
the volume of the woodwinds, brass, and percussion. The orchestra has four main types of string instruments:
violins, violas, cellos, and double basses. They are all similar in shape and general design, but they are much
different in size and sound.
All instruments in the string family have strings. The different types and sizes of strings are what make the
instruments sound so different. They are all played with a bow a long stick with horsehair stretched across
it which is drawn across the strings. This is called bowing. Musicians can also pluck the strings with their
fingers, kind of like playing a guitar.
16 A TEACHERS GUIDE
THE WOODWIND FAMILY
Flute Oboe Clarinet Bassoon
Woodwind instruments use air to make musical sounds. Their family name is Woodwind, but that doesnt mean
theyre all made of wood. They can be made out of other materials such as metal, plastic, bones, or ivory.
The different shapes, sizes, and materials of the instruments are what help create distinctly different sounds in the
woodwind family. Some of the woodwinds in the orchestra include the flute, oboe, clarinet, and bassoon.
Many woodwinds, such as the oboe, clarinet, and bassoon, use what are called reeds in order to produce sound.
Reeds are typically made from cane (a woody plant) and are used on the mouthpiece of the instrument. The oboe,
clarinet, and bassoon are played by setting the lips directly onto the reed, dampening it slightly with saliva, and
creating sound from the vibration of the players breath passing through the reed and into the instrument. A
variety of keys on the body of the woodwinds helps create the different notes, or pitches, that are played.
Flutes do not use reeds to make sound. Instead, they require the musician to blow a steady stream of air across
a hole in the mouthpiece. Again, the different keys or holes across the body of the flute help create the many
different notes you hear the flutist play!
5TH GRADE ARTS TREK 17
 Instruments of the Orchestra

THE BRASS FAMILY THE PERCUSSION FAMILY

Timpani
Cymbals

Trumpet French Horn Trombone Tuba Xylophone Triangle Snare Drum

The percussion family includes many different types of instruments. Basically, anything that can be played
Some members of the brass family that you will see and hear in the orchestra include the trumpet, French horn,
by being hit, shaken, or scraped is included in the percussion family. Sounds are usually made by striking the
trombone, and the tuba. Most of the instruments in the brass family are actually made of brass hence their
instruments with a stick, mallet, or beater. Percussion players are usually very versatile and have been trained to
family name!
play many different instruments, sometimes all at the same time!
All brass players create sound by blowing air into the mouthpiece of the instrument and buzzing their lips
Percussion instruments can range from a simple bass drum (with only a few possible pitches) to the piano which
together. The buzzing action of the lips works like the reeds of the woodwind instruments to create vibrations
has 88 keys and three pedals that the pianist uses simultaneously! Other instruments that are struck to produce
for sound. Brass musicians typically use keys and valves to control the pitch of their instrument.
sound include the timpani, xylophone, cymbals, triangle, snare drum, bass drum, woodblocks, gong, and chimes.
One brass instrument is very different from the rest because it has no keys or valves to press to change from note
Even though there are many instruments in the percussion section, there arent as many people back there playing
to note. That instrument is the trombone. Instead of pressing valves to change pitches, the trombone uses a slide
them. In some orchestras, there are only two or three musicians to handle all of the percussion instruments,
that it moves into different positions. The slide is a long arm that the musician moves back and forth and stops
at different positions to create each pitch. which is why they often have to play more than one at one time!

The members of the brass family are very loud, so the orchestra usually has only one or two players on each
instrument. In order to keep a beautifully balanced orchestra, we dont need as many brass players as we do
strings.

18 A TEACHERS GUIDE 5TH GRADE ARTS TREK 19

 STAGE LAYOUT
ORCHESTRA
The orchestra is situated on the stage to allow the best possible sound to reach the
audience. Here are some questions and answers for you
Q: Where are the brass and percussion instruments?
A: In the back, farthest from the audience
Q: Why do you think they are seated way in the back?
A: Because they are the loudest instruments and their sound will carry over all the
others in front of them. If they were in front, they might sound too loud to the
audience.
Q: Why do you think the conductors podium is placed where it is?
A: So all the musicians can see him or her clearly.
Q: Why are there so many violins compared to other instruments?
A: Each violin doesnt make as much sound as each cello because violins are smaller
than cellos. Thats why there are fewer cellos than violinsso the sound will be
balanced.
The picture above is misleading: there are usually many fewer cellos and basses than
violins, but they do take up a big part of the stage since the instruments are bigger.
20 A TEACHERS GUIDE
MEET THE CONDUCTOR: WILLIAM INTRILIGATOR
William Intriligator was named Music Director and Conductor of the Dubuque Symphony Orchestra (DSO) in July 2000, so the
2017-18 concert season is his 18th at the helm of the orchestra. He is only the third Music Director in the 59-year history of the
DSO.
In the past 17 years with the DSO, Maestro Intriligator has helped the orchestra perform for more people, perform different types
of music, and perform at an increasingly higher level. In 2013, he won the Dubuque County Fine Arts Societys Elisha Darlin
Award in recognition of his impact on the cultural landscape of Dubuque, and, that same year, he led the DSO in a nationally
syndicated PBS special, The Power of Music featuring 12-year old musical prodigy Ethan Bortnick. This program aired over
1,500 times on Public Television across the country and is continuing to air nationally.
Born in July 1970 in California, Intriligator grew up in Santa Monica where he sang in a youth choir and played clarinet, then
switched to oboe. He got serious about music playing the oboe, and he worked hard at it. He played in many orchestras, won
competitions, gave recitals, and was a soloist with orchestras.
Intriligator attended Princeton University, where he graduated with highest honors in music. During that time he began studying
conducting, composition, music history, music theory, violin, and piano, and was awarded a prize for being the most outstanding
musician in his class. He then studied conducting in Europe for a year and returned to the U.S. to earn his masters and doctoral
degrees in conducting at the University of Minnesota in Minneapolis.
Intriligator also serves as Music Director and Conductor of the Cheyenne Symphony Orchestra in Wyoming. He spends about 50
days there in Cheyenne, Wyoming each year. Previously, he served as Apprentice Conductor and Staff Conductor to the Minnesota
Orchestra and as Music Director of the Metropolitan Symphony Orchestra in Minneapolis before coming to Dubuque. He has also
conducted other professional orchestras including those in Honolulu, Houston, Richmond, Savannah, St. Paul, and Tulsa. He also
recently conducted several concerts in Bari, Italy, with a fine orchestra there.
Some of you may wonder about his batonthat is the long stick he uses when he conducts. The baton allows the musicians
even those at the very back of the stageto see just how the conductor wants the music to sound. Maestro Intriligators baton is
customized to fit his hand perfectly and to balance itself beautifully. It is 15-and-a-half inches long, with a graphite shaft that is
painted white. The handle is shaped into a narrow teardrop and is made from lignum vitae, one of the hardest types of wood in
the world.
Maestro Intriligator believes that music is one of lifes greatest blessings. He believes that, in our own ways, we are all musicians
and music-lovers. He also believes in the amazing power of a great orchestra concert. His own mission is to create great concert
performances for more and more people, and, by doing so, to inspire others, to bring people together, and to make the world a
better place. He really looks forward to hosting and conducting these Arts Trek concerts every year. Each year, he reminds the
DSO musicians that these Arts Trek concerts are the most important concerts they play all year, since many of you are hearing an
orchestra for the first time and they will want to inspire you to play an instrument yourself.
Maestro Intriligator lives in Dubuque with his wife Lisa and their four sons Schuyler (13), Gabriel (12), Ethan (10), and Cameron
(10). Each of his sons is studying music, too. Besides conducting orchestras and spending time with his family, he enjoys playing
the piano, learning new languages, snorkeling, mountain biking, skiing, tennis, grilling, reading, and going to the movies.
5TH GRADE ARTS TREK 21
 Symphony Musicians
All of the musicians in the Dubuque Symphony
Orchestra are regular people, like you and me. They
have families, hobbies, favorite foods, etc., but they
are also professional musicians. What does it mean
to be a professional musician?
Each musician has had years of training, practice,
and school instruction to play their instrument. But
even then, they must all audition to be part of the
symphony. The competition and high standards can
be fierce.
Each of the musicians is paid to perform with the
symphony. Many of the musicians perform with
other regional orchestras, as well.
The musicians must buy their concert clothing.
Fancy black dresses or tuxedos are the special team
uniforms for the orchestra. The players all have
22 A TEACHERS GUIDE
their own personal warm up routines and eating
regimen before rehearsals and concerts too.
Musicians (and audiences!) must be sure their cell
phones are turned off and kept backstage in order not
to disturb the concert or rehearsal.
To work as a great team and to be truly professional,
musicians have to put their personal concerns aside
and focus only on their task of making music.
For example, they may not be feeling well, but the
rest of the orchestra is counting on them to be there
to perform. Or they may be seated next to another
musician who made them angry; but, once they are
on stage, they are all part of the team and must put
aside that anger and focus on the music. They all have
to work together to make the music sound beautiful.
What preparations are the students making that
musicians will also be making before the concert?
Why is it important for the musicians to be on
time?
Why is it important for the conductor and
musicians to warm up before their performance?
Why is it important for the musicians to be very
responsible and take care of their instruments just
like the students must take care of their school
supplies?
What is the role of the conductor? What similarities
does a teacher of a classroom have to the conductors
of an orchestra? Did you know that maestro means
teacher in Italian? Great conductors teach the
musicians, in a sense, and are often called maestro as a
way of showing respect.
5TH GRADE ARTS TREK 23
 Concert Etiquette
Imagine you are at a Dubuque Symphony Orchestra concert. You are in a fancy concert hall. When you arrive, the Q: What do you do?
stage has many musicians on it, each playing their instrument to prepare for the concert. They are warming up, A: Applaud.
just like athletes before a game or competition.
He asks the orchestra to stand in response to your applause and he bows as well.
This can be fun to watch. Notice how they arent playing as a group; rather, each player is playing their own Then Maestro Intriligator raises his baton to signal the orchestra to play. Now the music begins!
warm up alone. Some of them practice a difficult part, others play a special warm-up exercise, and some just
play a favorite piece of music. Sometimes they chat with other players near them. Then the lights go down in the Q: What do you do?
audience. This signals the concert is about to begin. A: Listen quietly and attentively. Watch the musicians and the conductor. Imagine.
Q: What should you do at this time? The music has been playing for several minutes and a friend wants to tell you something or joke with you.
A: Take your seat and sit quietly.
Q: What do you do?
Next, the Concertmaster walks onstage carrying her violin. A: Motion him/her to stop and not to talk, then continue listening.
Q: What is the appropriate thing to do? Attending a concert is similar to going to the movies: once its started, there should be no talking.
A: Applaud, and then sit quietly.
The music has stopped, but Maestro Intriligators arms are still in the air.
The Concertmaster bows to recognize your applause. He is pausing between sections of the piece.
Then she turns to the oboist and asks him or her to play the note A for the entire orchestra to tune.
Q: What do you do?
Q: What do you do during this? A: Wait quietly
A: Sit quietly so the musicians can focus and hear the tuning.
The music has stopped; the conductor turns to the audience.
The Concertmaster takes her seat. The entire orchestra sits quietly, waiting for the entrance of the conductor.
Then Maestro Intriligator enters the stage. Q: What do you do?
A: Applaud enthusiastically!

The conductor will bow to you again.

There will likely be another musical selection after this, and when it starts, you can listen quietly again.
The concert has ended. The whole orchestra stands up again.

Q: What do you do?

A: Applaud for all the musicians. If you really, truly liked the music and the way it was played,
you may, at this time, yell bravo! (Italian word meaning great job!) or encore! (French
word meaning play it again!).

Now sit quietly and wait for exiting instructions from your teacher or from the symphony staff.

Thank you for coming and being a great audience!!

24 A TEACHERS GUIDE 5TH GRADE ARTS TREK 25

 2nd Letter for Students (To be read to students after Williams first letter) Web Explorations
Hi, again! By now, you may know a lot more about the concert you are going to see on November 8th. Thats
great! You will hear music that is distinctively American and speaks to our countrys history, heritage, and culture. The following websites provide students with opportunities to explore the instruments of the orchestra
as well as basic music concepts. The sites include demonstrations of the instruments of the orchestra,
Do you remember when I mentioned, at the end of my first letter, that I switched musical instruments when I was information about composers and even composition building features.
young? Well, heres the whole story. Its the story of how I became a conductor, too.
These sites have been featured because they are designed specifically for use by kids and are ideal for
When I was in fourth grade growing up in California, my elementary school had us choose instruments. I had classroom explorations. As with any web exploration, it is preferable for the teacher to preview the websites.
never played an instrument before, but I was kind of curious about it. I wanted to play drums, but my parents Due to the interactive components of these sites, they are best viewed with a high-speed internet connection.
were worried that the drums would be loud at home. My second choice was trumpet, but the school had already
lent out all its trumpets to other students. I was disappointed and almost ready to give up before I ever started.
My parents then said, Why dont you play the clarinet? We have one in the closet from when your older brother
once played it. Oh well, I thought, Id try it.

I played clarinet from fourth grade to seventh grade, and it was kind of fun, but my heart was never into it since
I didnt really choose that instrument. I never practiced and didnt really get music. It confused me. I was the
worst clarinetist at my junior high school, sitting last chair!
DSO KIDS: www.dsokids.com

WEBSITES
Then one day in seventh grade, I was walking home from school and I decided to stop by a grocery store to get The Dallas Symphony Orchestras magical doorway to a world of musical fun
some ice cream. I accidentally left my clarinet by the grocers freezer and didnt realize I lost it until late that and learning for students, parents and teachers.
night. I was in big trouble. My parents drove me back to the store, but it was long gone, stolen. My band teacher
said, Well, you never seemed very taken with the clarinet. We could use someone to play the oboe, bassoon, or The New York Philharmonic Kidzone: www.nyphilkids.org
tubawould any of those instruments interest you instead? I had once seen an oboe and thought it looked like
a funny clarinet, so I said Id try the oboe. SFS KIDS: www.sfskids.com
The San Francisco Kids Symphony website.
From the first time I put the oboe reed to my lips, I loved it! I suddenly practiced hours a day and got really good
at music. I took private lessons; I understood music more. No one had to tell me to practice, I just did it. I felt YouTube: www.youtube.com
proud to be really, really good at something, and it came so much more naturally to me than the clarinet ever did. YouTube is another great resource for listening to music online. Almost all
Within three years, I was first chair oboe of the California All-State orchestra. I also made many new friends with pieces of classical music are now on YouTube. However, the specific YouTube
music. Playing the oboe well got me into a great college; while there, an important music professor noticed my sites for the pieces you may be searching for may have comments that are not
musical talent and encouraged me to be a conductor. Thats how I got to be where I am now. censored and could contain comments unsuitable for children. Please explore
each site beforehand.
The moral of this story is that, if I hadnt of switched from clarinet to oboe, I might not be a conductor today.
I might have missed out on a whole world of beautiful music, a world I get to enjoy each day! Just look at how
much music has changed my life! So please, when it comes time to try an instrument, give it a chance. And if
you play an instrument for a while and its not clicking, dont give up on music entirely: maybe try switching
to a different instrument. In any case, please keep music as an
important part of your life.

Thanks for listening to my story. See you at the concert!

Dr. William Intriligator

Music Director and Conductor
Dubuque Symphony Orchestra

26 A TEACHERS GUIDE 5TH GRADE ARTS TREK 27

 Classroom Activities
In preparation for your classrooms live symphony experience,
the following ideas for classroom activities may help boost
the level of excitement for your students. Feel free to modify
and adapt the activities to best suit the needs of your class.
Activity #1
TWENTY QUESTIONS
OBJECTIVE:
The purpose of this activity is to engage the students minds to identify the mystery composer! The
students will need to think of descriptive yes or no questions that may help them identify who they
are trying to unveil. Of course, they will need to be more creative than, Is it Beethoven? in regards
to the questions they ask. Instead, they should ask questions such as, Did they lose their hearing?
or Are they still living? to help guide them.
MATERIALS NEEDED:
Images of the composers recently discussed that are related to the Arts Trek performance on
flashcards: Smith, Gould, Cohan, Foster, Berlin, Greenwood, Sousa.
ACTIVITY
Have a student pick a composer out of the stack of flashcards. Ask that student to show you who they
picked so you can help guide the other students if necessary. The rest of the class asks up to twenty
yes or no questions one at a time of course! The questions must be yes or no based which will help
hint at which composer the student has chosen. The student who correctly identifies the composer
the other student has chosen gets to choose a new composer and the game starts again!
28 A TEACHERS GUIDE
Activity #2
KWL CHART
OBJECTIVE:
This classroom activity will display information the students are already aware of as well as point
out what they still need to improve upon. This will help guide areas the teacher may need to focus
on with the students. After they attend the Arts Trek performance, they will be able to see what they
learned from the classroom activities through the concert and spot their progress.
MATERIALS NEEDED:
Large poster paper or side/spare blackboard with proper writing utensils.
The chart should have three columns one marked Know, the next Want to Know,
and the last Learned.
ACTIVITY
Fill out the first two columns (Know and Want to Know) prior to the Arts Trek concert
and possibly before some of your other classroom activities involving the orchestra.
Know Includes information the students already know about the orchestra,
instruments, the type of music the symphony plays/will play, Maestro Intriligator,
or the Dubuque Symphony Orchestra.
Want to know Includes questions the students want to learn answers to. The answers may
come to them during your other classroom activities, but most certainly after they attend the
Arts Trek performance. Keeping these posted will keep the students intrigued and motivated
for the upcoming concert.
Learned Includes the answers or other information the students learned from the
classroom activities and the Arts Trek performance. They will hopefully be able to answer
the questions listed in the Want to know column along with other information they
werent expecting to learn.
Review the chart throughout your other lessons leading up to the performance and
review the entire chart after the performance.
5TH GRADE ARTS TREK 29
 Classroom Activities

Activity #3 Activity #4
STORY CIRCLE I HAVE

OBJECTIVE: OBJECTIVE:
Creating a story as a class involves major creativity, teamwork, attentive listening, and participation Students will interact with each other as they listen to hear their card called in a unique way.
from everyone. Together they will create a unique story about a piece of music. Feel free to share
their story with the Dubuque Symphony Orchestra we would love to hear what they came up with! MATERIALS NEEDED:
Flashcards which say I have at the top, and below it identifies a new card by asking,
MATERIALS NEEDED: Who has the ?
Recording(s) of the Arts Trek program music:
Smiths Star Spangled Banner Be creative when creating your own set of cards. Be sure to use terms, instruments,
Goulds Yankee Doodle and people you have recently discussed in class.
America
Cohans Youre A Grand Old Flag Example Cards:
Fosters Oh! Susanna
Berlin/Healys God Bless America
Greenwood/Lowdens God Bless The USA I have the first card. I have Concertmaster. I have Strings.
Sousas Stars And Stripes Forever
Who has the first violinist? Who has the family of Who has the name of the
CD Player instruments that includes conductor of the Dubuque
the viola? Symphony Orchestra?
ACTIVITY
Ask the students to listen carefully to the music you are about to play.
Do not tell the students the title of the piece or any other information about it.

Have the students sit in a large circle. I have William Intriligator. I have Percussion. I have Baton.

As the students listen to the selected piece of music, they will think of a creative Who has the name of Who has the name of the Who wants to play again!?
story line to complete a story. the family that includes stick the conductor uses?
the timpani?
The teacher may begin to set them off on a good start.
Once upon a time and go from there!
ACTIVITY
Each student thereafter will have a chance to tell a brief segment of their story that the music Whoever has the card saying, I have the first card begins by reading the lower question
portrays. Once they feel they contributed enough to the story, have them finish by saying, Who has the first violinist?
and then so the next student knows when to begin.
By listening closely, the students will be able to complete the chain!
Continue around the circle until the song ends,
or maybe even when their story reaches a good conclusion.

30 A TEACHERS GUIDE 5TH GRADE ARTS TREK 31

 Classroom Activities After the Concert

Activity #5 FOLLOW UP

MUSIC & IMAGINATION The classroom teacher has the best opportunity for
immediate follow-up on the concert experience. The
follow-up is just as important as the preparation and
the trip itself.
OBJECTIVE: Some Ideas:
The students will use their imagination as they listen carefully to the selected music. While listening
to the music, the students will be creative in drawing their interpretation of the music and what they 1. Ask Students
believe the music illustrates. What did you expect from the concert?
And were your expectations met?
MATERIALS NEEDED: What surprised you?
Recording(s) of the Arts Trek program music: What did you notice about the concert hall?
Smiths Star Spangled Banner What happened first? Next?
Goulds Yankee Doodle What did the concertmaster do?
America What did the conductor do during the
Cohans Youre A Grand Old Flag performance?
Fosters Oh! Susanna What did you hear during the concert?
Berlin/Healys God Bless America Which instruments were the busiest?
Greenwood/Lowdens God Bless The USA What was your favorite instrument?
Sousas Stars And Stripes Forever How did you feel during the concert? Why?
Which music was happy? Most exciting?
CD Player Strangest? Loudest? Scariest?
Paper for the students What was your favorite part of the concert?
Crayons, markers, colored pencils, etc. for the students Why?
ACTIVITY 2. Review the things you did prior to the concert.
Ask the students to listen to the music that you are about to play. Do not tell the students the
title of the piece or any other information about the music they are about to hear.
3. Play the music again on a recording. Ask your
students what is different about listening to a
recording versus a live orchestra.
4. Write a thank you note to Mark and Cheryl Falb
for their generous sponsorship of the Arts Trek
concerts. (The DSO will gladly forward these notes
to the Falb family, so you can mail them to the DSO
address below).
5. Write the DSO staff, conductor, or musicians
we would love to have letters and samples of your
students work resulting from their Arts Trek
experience. Please send these, along with any
suggestions or feedback, to:
Dubuque Symphony Orchestra
2728 Asbury Road, Suite 900
Dubuque, IA 52001
6. If you enjoyed the concert, consider writing a
letter to the editor of the Telegraph Herald about it.
Email letters to THletters@wcinet.com or mail to:
Telegraph Herald
P.O. Box 688
Dubuque, IA 52004-0688

Encourage the students to draw the images that come to mind while they hear the music.
There is no right or wrong answer.

At the conclusion of the activity, display the artwork created by the students around the
classroom.

Facilitate a gallery walk. Allow each student to talk about the picture they completed!

The Dubuque Symphony Orchestra would love to display the artwork created by students attending
this years Arks Trek concert. Please mail student artwork to the Dubuque Symphony Orchestra or
bring to the DSO office.

32 A TEACHERS GUIDE 5TH GRADE ARTS TREK 33

Dubuque Symphony Orchestra
2728 Asbury Rd, Suite 900
Dubuque, Iowa 52001

(5633) 557-1677
www.DubuqueSymphony.org