Teacher’s Materials: WSS In-School Ensembles: Brass Family 2016 - 2017

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Winston-Salem Symphony

In-School Ensembles

BRASS FAMILY

Instructions

Information

Activities

For You, The Teacher:

This packet of information, compiled from numerous existing curricula and resources from the Winston-

Salem Symphony, Dallas Symphony Orchestra, Phoenix Symphony and Nashville Symphony, is intended as

a preliminary background of musical knowledge for you and your students in preparation for the Winston-

Salem Symphony In-School Ensembles. Other resources are hyperlinked throughout the guide.

In addition to reviewing these materials with your class please also review what it means to be a good

listener and audience member prior to the arrival of each ensemble. Please set the example for your

students and assist the musicians with behavioral issues throughout the presentation. Your help in this

area is greatly appreciated.

You can also help us with grant writing by sending us your completed survey forms, a copy of your school

newsletter that mentions the WSS In-School Ensembles, student “thank you” notes, or a few great examples

of your students work surrounding our visit!

Thank you for allowing the Winston-Salem Symphony to be a guest in your school and for including us as

an important part of your already extensive and challenging curriculum.

We hope you and your class enjoy the presentation!

Jessica Munch-Dittmar

Education and Community Engagement Director

Jmunch-dittmar@wssymphony.org

336-725-1035, ext. 221

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Table of Contents:

To You, The Teacher…………………………………………………………………………………….Pg. 1

Instrument Families…………………………………………………………………………….............Pg. 3

Orchestra Diagram………………………………………………………………………………………Pg. 3

The Brass Family………………………………………………………………………………………...Pg. 4

Musical Terms……………………………………………………………………………………………Pg. 5

How Do They Produce Sound?………………………………………………………………………..Pg. 5

Science of Sound……………………………………………………………………………….............Pg. 6

Music for Brass………………………………………………………………………………….............Pg. 7

Program, Music and Q&A………………………………………………………………………………Pg. 8

Guide Assessment……………………………………………………………………….……………...Pg. 9

Lesson: Brass Development…………………………………………………….…………………..Pg. 10

Lesson: New Brass Instrument …………………….………………………………………………Pg. 11

Worksheet: New Brass Instrument…………………………………………………………………Pg. 12

Answer Key……………………………………………………………………………………………...Pg. 13

Additional Activities……………………………………………………………………………………Pg. 14

Handouts ………………………………………………………………………………………………..Pg. 15

Link Up Letter …………………………………………………………………………………………..Pg. 17

Ensemble Visit Schedule …………………………………………………………………………….Pg. 18

Additional Education Opportunities ……………………………………………………………….Pg. 15

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The Instrument Families: Instruments are grouped together in families because those instruments all have things in common, such

as how they look or how a sound is made. In a symphony orchestra, four different instrument families

combine to make beautiful music together.

In the span of two years, you will learn about the four instrument families (woodwinds, strings, brass and

percussion) from each of the four Winston-Salem Symphony In-School Ensembles. Let’s see where this

family is on the orchestra seating chart. In a large orchestra, musicians are seated in a semi-circle,

facing the conductor and the audience. This chart shows the area where each musician sits on stage when

the instrument families play together as an orchestra. While this is the most common seating arrangement

for an orchestra, it is not the only way and can sometimes change. Find your favorite instruments so that

you will know where to look on stage when you visit us for a full orchestra performance in the spring of

your 5th

grade year!

Orchestra Diagram

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The Brass Family:

More Than a Metal Regardless of their name, brass instruments

are not consistently made of the metal

called brass; in fact, they are frequently of

made of a mixture of various metals, or even

non-metallic materials, like wood or animal

horn. So why do we call them all brass?

The brass family, like every other instrument

family, is grouped largely by how they

create sound, but further information on

that later. First, let’s get acquainted with

some instruments.

While there are several brass instruments, in

this guide, we’ll focus on the members of

the brass quintet, a common assembly of

musicians consisting of the five brass

instruments found in the orchestra. We’ll

study each independently, from highest

pitched to lowest pitched:

Trumpet/Cornet

The trumpet

plays high brassy

notes. It is

probably the best

known of a group of similar instruments including

the cornet. The trumpet has a “bright” sound, well

suited to military and ceremonial roles–even in

ancient Egypt. An optional mute can make the

trumpet sound completely different. If it were

unwound and stretched out a trumpet would be

over 4 feet long. Notice the “bell shape” at the end

of the trumpet where the sound comes out. Most

brass quintets include two trumpet players.

French Horn

Isn’t the French Horn pretty,

sort of all curled up? Today’s

French Horn is a little different

from other valved instruments.

It has rotary valves that let air

into different lengths of tube

by being twisted sideways

when the player presses the

keys. The French Horn is often

played with the right hand inside the bell. It is also said to be

the most difficult instrument to play. If it were uncurled it

would be about 15 feet long, longer than two men stacked on

top of one another. Sometimes people describe the sound of

a French Horn as “velvet.” If you can think what velvet looks

like, you know it is smooth, soft and rich.

Trombone

The trombone is different from other brass

instruments because it has no valves. Instead, it has

a slide which is pulled in and out to change the

length of the instrument and therefore change the

notes. The deep sounds a trombone makes can be

played loudly or softly.

Tuba

The tuba is the lowest instrument in the

whole brass section with a deep, foghorn-

like sound. It is used frequently in marches

and other compositions where it is

important to have a strong beat. If the tuba

were uncurled it would be about sixteen

feet long. It has a big bell.

Put all of these instruments together (including two trumpets) and you’ve got a very flexible group known

as the brass quintet. Additional brass instruments (like the flugelhorn, euphonium or bass trombone) can

be substituted within the ensemble as needed. Brass quintets are very adaptable, meaning they can

perform various genres of music, from Renaissance to jazz.

Listen to the Alphorn here!

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Musical Terms:

When learning about the brass family, you will hear the musicians use a variety of new words or familiar

words which may have a different meaning! Here are a few:

Glissando: a sliding tone.

Mouthpiece: the part of an

instrument that directs the air

into the horn. Mouthpieces vary

slightly from instrument to

instrument.

Smear: a “slang” term for a

glissando performed on a

trombone.

Slide: to sort of “skid” or “skate”

over the notes – just like when

you slide with your feet. This

also defines the part of the

trombone that allows the

musician to change notes.

Valve: in some brass

instruments, valves are used to

connect extra pieces of tubing to

the main tube, to produce

different notes.

Mute: a device used to reduce

the volume of a sound made by

a brass instrument or to make a

novel or “different” sound.

How Do They Produce Sound?

If you have ever attempted to blow through a

paper towel roll, you understand that only

blowing won’t get you a lot more than the

sound of air passing through the tube. Brass

instruments are the same; it takes more than

air to get them to create their magnificent,

harmonious sounds.

So what’s the secret? Buzzing. Not like a bee,

but the sort you can do with your lips (which

some people call a “raspberry”). This buzzing

generates a vibration in the air that creates

sound and gives brass instruments their

unique personality.

Yes, believe it or not, expert brass performers

make their livelihood in part by buzzing

their lips very well. So give it a shot; buzzing

your lips might seem a bit silly, but it’s the single method used to produce sound on a brass

instrument. Which leads us to our next subject… how does the vibration of lips produce sound? For

answers, let’s turn to science.

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Science of Sound: Brass So far, we have analyzed four popular brass instruments and how brass musicians make their sound. For

us to dig deeper, we must look at the science of brass sounds.

Brass instruments, regardless of their shape or material, are basically lengthy tubes. As we described

before, even the tuba can be uncurled to form an 18 foot long tube.

For something to create a sound, whether it is an instrument in the string family or the percussion family,

there has to be a vibration. Vibration of an instrument causes air particles to move about, which generates

sound waves that move through the air to your ear, where they transform into sound. Brass instruments

are no different; the vibration of the air is created by the buzzing of the musician’s lips in the mouthpiece.

This then makes the air contained by the tube shape waves which can be nearer together or farther apart

depending on how hard and fast the musician buzzes.

Notice the air vibrating within the cylinder. If a brass musician blows harder and increases the force in the

cylinder, it looks like this:

Notice that there are more waves in the second figure. Consequently, the vibrations are more rapid and

nearer together and the pitch created by the instrument will be higher.

Now we know how air functions within a brass instrument. But, beyond using more or less air, how does a

brass musician change pitch on their instrument? Here’s where we discuss valves or slides. Valves and

slides (in the case of the trombone) redirect air to make the tube length of the instrument longer. Check

out this diagram:

When the valve is open, the air moves directly and easily through

the tube. But when the valve is blocked, air must go further,

lowering the pitch.

When the valve is down, the air must move through a longer

tube, which makes the pitch lower. When the valve is up, the

tube becomes shorter once more, which makes the pitch higher.

Each valve is a unique length, so the instrumentalist can decide

how low they wish to play by pressing the right valve or valves.

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Music for Brass: Brass instruments have a brilliant, intense sound that makes them ideal for an assortment of situations.

All through their history, brass instruments have introduced kings, led troops to battle and celebrated

great victories. The genres listed below are simply a sample of the ways brass instruments have influenced

music throughout history.

Hunting and Heralding:

The characteristic sound of brass instruments makes them ideal for outdoor use. In ancient times

numerous cultures from all over the globe used horns to indicate the start of games and sport matches,

announce the appearance of kings or signal troops during battle. Sometime around 1400, instrument

builders began to place a bend in the metal instruments and, not long behind that, the hunting horn (or

bugle) emerged. These horns were used for signaling during hunts, equally to hunters and to hounds,

because their sound traveled much further than the human voice. Bugles were used in military settings for

many centuries.

Brass Bands:

Prior to 1830, brass instruments were not normally played outside of orchestras, and the existing horns,

trumpets, and cornets had great limitations: without keys or valves they were only able to play a handful

of different notes. The introduction in the 1830s of instruments with valves, which immediately diverted

the airflow through different lengths of tubing to alter the pitch, removed this restriction. All of these

reasons made brass instruments the number one choice among the numerous new bands that were

popping up in the mid-19th Century, particularly Britain and the United States. This was a time marked by

major population shifts to new cities and towns as factories and mills opened, and music grew as a main

interest of the latest working and middle classes. In this time prior to recordings, the primary experience

the majority of citizens had to the chief musical works of the day was through performances of

transcriptions by local or touring bands. With a new large audience, and an escalating number of

interested players, bands became a main feature of the mid- to late-1800s. Every town or neighborhood

worth its salt had a band, occasionally with only eight or a dozen players, but also occasionally much

larger.

Jazz and New Orleans Brass Bands:

During the late 1800s, Military bands in the United States used brass instruments more than most other

ensembles. In the American South, and in particular New Orleans, Louisiana, these instruments (as well as

marching bass drums and snare drums) were used for extravagant memorial services. Ultimately these

groups meshed with dance bands to form jazz bands. In present jazz bands, the trumpet and trombone

are two exceptionally significant instruments. Down in New Orleans, the custom of marching brass bands

is still alive and well.

Marching Band:

A marching band is a collection of instrumental musicians who usually perform outdoors and who include

some kind of marching or supplementary movement with musical performance. Instrumentation includes

brass, woodwinds, and percussion instruments, and the music generally incorporates a

sturdy rhythmic element appropriate for marching. A marching band not only performs musical

compositions, but also entertains with showy steps and actions to produce a moving musical ensemble,

occasionally forming designs such as letters, logos, or even animated pictures. In addition to customary

parade performances, many marching bands also perform field shows at particular events such

as football games or at marching band competitions. Marching bands developed out of military bands. As

musicians became less essential in directing the movement of troops on the battlefield, the bands moved

more and more into ceremonial roles. In the late nineteenth century, they became increasingly popular

features of American life. While non-brass instruments were eventually incorporated into these

ensembles, brass instruments continue to play a vital roll in these groups. Their sound is loud enough to

carry over even the loudest football fans. Modern marching bands can grow to have several hundred

members.

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Program: During the performance by the WSS Brass Ensemble, you will experience many fun, traditional and non-

traditional tunes for brass from many different composers! Here’s a preview:

Simple Gifts: is a Shaker song written and composed in 1848 by Elder Joseph Brackett. Shakers are

a charismatic (excited) group of Christians who were known to whirl and tremble to shake off their

sins and evil. Brackett, a lifelong resident of Maine, first joined the Shakers when his father's farm

helped to form the nucleus of a new Shaker settlement. Simple Gifts has endured many inaccurate

descriptions. Though often classified as an anonymous Shaker hymn or as a work song, it is better

classified as a dance song. Take a listen!

Lassus Trombone: This piece was

composed by Henry Fillmore, a

composer known for his extensive brass

and marching band repertoire and his

love of the trombone. Lassus

Trombone became a popular brass

feature during the swing era and

beyond. The piece would make a good

background theme for the story of this

composer's love affair with the trombone. Henry

quickly became known as “the father of the trombone

smear.” Watch this brief video of Lassus Trombone and

you’ll soon see why!

The Pink Panther Theme: This piece is

an instrumental work by Henry

Mancini written as the theme for the

1963 film The Pink Panther and

subsequently nominated for the

1964 Academy Award for Best Original

Score. The well known cartoon

character originally created in by the

animators Friz Freleng and David

DePatie for the opening credits of the

classic film comedy, the cool cat won the hearts of millions

and went on to enjoy a career that has spanned a variety of

genres over the past four decades. Listen to the original

movie sequence followed a version for brass ensemble.

Can you describe the differences?

Buglers Holiday: The bright and

cheerful Buglers' Holiday is one of

the best-known favorites by an

American master of semi-classical

music, Leroy Anderson. Originally

written for three trumpet players

from The Boston Pops, Buglers

Holiday is cunningly written

around both standard bugle calls

and bugle-call-like figures in the

light and cheerful style Anderson is known for. Buglers'

Holiday became a favorite amongst brass players

almost immediately and has remained a popular work

ever since. Experience it here performed by The United

States Army Band, Pershing's Own Trumpet Section.

That’s A Plenty: This popular

1914 ragtime piano piece

composed by Lew Pollack, a

song composer active during the

1920s and the 1930s, has been

arranged and performed in a

variety of different ways. Lyrics

by Ray Gilbert were added

decades later. A number of

popular vocal versions have been

recorded, but the tune remains more performed by groups

of instrumentalists. Ragtime is a lively type of music

played mostly on the piano and evolved primarily from

African American musicians. Ragtime eventually led to the

development of Jazz. Listen first to the ragtime piano

version followed by the brass. What differences do you

hear?

Q&A Recommendations:

We at the Winston-Salem Symphony always encourage questions after each ensemble visit. Your students

are curious but often times struggle to find the right or appropriate questions which will provide the

necessary information and answers. Please help guide your students with the suggestions below:

What types of music features brass instruments? How do I care for a brass instrument?

How/why did you choose your instrument? How often do you practice?

How often should a beginner practice? Is the saxophone a brass instrument?

What’s the difference between a trumpet and a cornet? Why do you hold one hand in the bell of the French horn?

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Match the following terms to their definitions:

Valve The only brass instrument

that slides between notes.

Buzz Push this to lengthen a brass

instrument and lower its

pitch.

Tuba This instrument is sometimes

called French and was once

used for hunting.

Mouthpiece This is the largest and lowest

brass instrument.

Trombone Do this into the mouthpiece

to make a sound in a brass

instrument.

Horn The oldest, smallest and

highest sounding brass

instrument.

Slide Instead of a valve, move this

on a trombone to change

pitch.

Trumpet Buzz your lips into this to

make a sound on the

instrument.

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Lesson: Brass Development

(Music/Social Studies)

Time:

40-50 minutes

Standards:

The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the

National Core Arts Standards for Music.

Objectives:

Students will compare and contrast a variety of brass music genres using musical language and

descriptions.

Students will participate in creating a timeline detailing the materialization of new brass

ensembles.

Materials:

-Chalk/dry erase board or projector

-Recordings of the following ensembles:

Military calls

British brass band

New Orleans brass band

Modern marching band

Instruction:

Start by explaining that brass instruments have been used in a variety of ways all through history. Have

students listen to recordings of every ensemble. Then, as a class, create a timeline on the board, listing

each group in the right chronological order. Signal/hunting bugles: BC-1900; English brass bands: 1800s-

present; New Orleans brass bands: 1900-present; Modern marching band (1950s-present).

Students can then answer the following writing prompts and/or talk about the topics as a class:

How does the music from the ensembles we studied vary from each other? How are these diverse

types of music similar?

How do these ensembles use the distinct characteristics of brass instruments (loud, transportable)

in their music?

Explain how each new ensemble is the same or different from the ensemble before it.

Expand the lesson by having students or groups of students investigate and report on these ensembles.

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Lesson: New Brass Instrument: Samophone

(Music/Math)

Time:

35-45 minutes

Standards:

The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the

National Core Arts Standards for Music.

Objectives:

Students will utilize numerous combinations of whole numbers to add up to integers between 1

and 10.

Students will comprehend the relation between length of an instrument and its relative pitch

(longer=lower).

Prerequisites:

Students should be familiar with this guide (particularly page 6).

Instruction:

This lesson would work well in the circumstance of a unit exploring how some numbers can add up to the

same sum or to emphasize word problems.

The students can be presented with the subsequent prompt on paper or verbally:

The Winston-Salem Symphony mascot, Symphony Sam, has created a new brass instrument, the

Samophone, and he wants your assistance in creating the owner’s handbook. The owner’s handbook will

aid the proud owner of the new instrument in understanding which valves to push to create the right notes

and alter pitch. As we’ve learned, pushing down valves makes the entire length of the instrument longer,

which lowers the pitch. To make the correct notes, the instrument must be at the right length. Sam

requests the owner’s handbook to clarify all of the different ways you can combine valves to create the

following lengths.

On this new instrument, the 1st valve adds one inch to the length of the instrument, the 2nd valve adds 2

inches to the length of the instrument, the third valve adds 3 inches to the length of the instrument and

the fourth valve adds 4 inches to the length of the instrument. For the new owner’s handbook, Sam

requires each potential combination of valves that adds up to 1-10 inches.

Have students use the worksheet on the next page. Once they’ve finished their worksheet, inquire if the

instrument will sound higher or lower as more valves are pressed down (they should answer “lower.” The

instrument gets longer as the activity progresses, meaning the pitch it creates will be lower). If preferred,

and you have access to a piano, support this idea with the subsequent language:

“Let’s say that the instrument, without any valves pressed, sounds like this [play ‘C’]. Now, when we press

down the 1st valve, and the instrument gets one inch longer, it sounds like this [play ‘B’]. At two inches,

it sounds like this [play Bb/A#].” Continue down the chromatic scale for each length: 3 inches = A; 4

inches = Ab/G#; 5 inches = G; 6 inches = Gb/F#; 7 inches = F; 8 inches = E; 9 inches = Eb/D#; 10 inches

= D.

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Lesson: New Brass Instrument: Samophone

(Music/Math)

Worksheet

The Winston-Salem Symphony mascot, Symphony Sam, has invented a new brass instrument and he wants

your help creating the owner’s handbook. The owner’s handbook will assist the proud owner of the

instrument in understanding which valves to push to create the right notes and modify pitch. As we’ve

learned, pushing down valves makes the total length of the instrument longer, which lowers the pitch. To

make the correct notes, the instrument must be at the right length. Sam needs the owner’s handbook to

clarify all of the different ways you can combine valves to make the following lengths.

On this instrument, the 1st valve adds one inch to the length of the instrument, the 2nd valve adds 2

inches to the length of the instrument, the third valve adds 3 inches to the length of the instrument and

the fourth valve adds 4 inches to the length of the instrument. For the new owner’s handbook, Sam needs

every possible combination that adds up to 1-10 inches.

Valve Lengths:

1st valve: 1 inch

2nd valve: 2 inches

3rd valve: 3 inches

4th valve: 4 inches

Example: You can get 4 inches by using the 4th valve alone or the 1st and 3rd valves together.

1 inch ___________________________________ _______________2 inches ______________________________________

3 inches ________________________________________________ 4 inches ______4th; 1st

and 3rd

_________________

5 inches ________________________________________________ 6 inches _____________________________________

7 inches ________________________________________________ 8 inches _____________________________________

9 inches ________________________________________________ 10 inches ____________________________________

Symphony Sam

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Guide Assessment Matching (pg.7) Valve: Push this to lengthen a brass instrument and lower its pitch.

Buzz: Do this into a mouthpiece to make sound on a brass instrument.

Tuba: This is the largest and lowest of the brass instruments.

Mouthpiece: Buzz your lips into this to make a sound on the instrument.

Trombone: The only brass instrument that slides between notes.

Horn: This instrument is sometimes called French and was once used for hunting.

Slide: Instead of a valve, move this on a trombone to change pitch.

Trumpet: The oldest and highest brass instrument.

Answers to “New Instrument” Worksheet (pg.12)

1 inch: 1st valve

2 inches: 2nd valve

3 inches: 3rd, 1st & 2nd

4 inches: 1st & 3rd; 4th

5 inches: 2nd & 3nd; 1st & 4th

6 inches: 2nd & 4th; 1st, 2nd & 3rd

7 inches: 3rd & 4th; 1st, 2nd & 4th

8 inches: 1st, 3rd & 4th

9 inches: 2nd, 3rd & 4th

10 inches: All four valves

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Activity One – Glissando: Music Reading

Have students look at this small excerpt (handout located on page 16 of this packet) as an example of

how a glissando may appear in a piece of music. Point out how one note “slides” into another. Have

students pretend to hold a trombone in their hands, have them sing the notes (on a chosen pitch) while

they move their slide as if they were playing a glissando. An additional listening example can be located

here.

This can also be used as an additional reading activity by engaging the students in the following

questions: What clef does the trombone read? How many beats are in a measure? What note values are

represented? For a bit more of a challenge, discuss ledger lines as an extension of the staff and how low

notes are lower on the staff and high notes are higher. Can students label the note names?

Activity Two – Simple Gifts Music History/Reading/Performance:

1. Tell your students about the song “Simple Gifts,” most famous from Aaron Copland’s ballet

“Appalachian Spring,” portrays the frontier life story of a 19th century Shaker couple. Shakers were from

the northeast region of the United States. They lived non-violent and simple lives and were religious. They

were respectful of nature and their style was unadorned.

2. Tell your students they will learn to sing the Shaker tune called Simple Gifts featured in Copland’s ballet

“Appalachian Spring.” (Listen Here). And here!

3. Distribute Simple Gifts songs sheets, located here (or teach by phrases or by rote) and have them learn

to sing the song.

4. Have your students identify the different phrases by raising their hands. (Phrase 1: Ends with “ . . .where

we want to be;” Phrase 2: Ends with “ . . . of love and delight;” Phrase 3: Ends with “ . . . we shant be

afraid;” Phrase 4: Ends “ . . . turn round right.”

5. Sing Simple Gifts several times until they memorize the lyrics and are able to follow you as you conduct.

6. Your students may also enjoy learning to perform Simple Gifts on the recorder.

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Let’s Practice Our Glissandos!

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WELCOME TO LINK UP! Greetings Educators!

Now that you and your students have experienced a fun and exciting performance from a

Winston-Salem Symphony small ensemble, I am excited to share the important news that the

Winston-Salem Symphony will be partnering this season with Carnegie Hall to present elements

of their Link Up program here in Winston-Salem as part of our current Mary Starling Full

Orchestra Performance.

In short, Link Up is an interactive program. It is unique in that the barrier between audience

member and performer is blurred by providing students the opportunity to perform with the

orchestra from their seats using their voice, recorder instruments and even violin! You can

learn more about the Carnegie Hall side of the project

here: http://www.carnegiehall.org/Education/Link-Up/

A team of WSFC Elementary School Music Specialists and myself have been meeting to discuss

the different programs that Carnegie Hall has to offer and have chosen The Orchestra Sings, a

curriculum centered around music reading, melody line and much more that we feel fit well

within the district pacing guide for music. We have also chosen The Orchestra Sings to be

representative of a new partnership with the Winston-Salem Youth Chorus and the

inclusion/promotion of choir as part of the Mary Starling Performances going forward.

The curriculum is challenging, yet adaptable and achievable in a realistic school learning

environment. Furthermore, Carnegie Hall will provide all of the required teaching guides and

student work books for each participating school at no cost!

We want to be sure that all local elementary level schools, WSFCS or otherwise, have the

opportunity to participate in this new program beyond simply being an audience member. This

is the chance for your students to become performers!

With this in mind, we encourage you to support your school Music Specialist as they prepare

students for their big moment. Additionally, we hope that you will serve as an advocate –

expressing to your school leadership the importance that the Music Specialist is present at the

concert so that they may properly guide students through their performance role.

Thank you for your support and we look forward to seeing you and your students at the full-

orchestra performance in February!

jlmd

Jessica Munch-Dittmar | Winston-Salem Symphony | jmunch-dittmar@wssymphony.org | 336.725.1035 ex 221

Link Up Committee:

Wesley Payne – Smith Farm Elementary Abigail Degance – Kernersville Elementary

Beth Cox – Middle Fork Elementary Kellee Church – Whitaker Elementary

Stephanie Pierce – Clemmons Elementary Lori Prescott – WS Youth Chorus

Barbie McKinney – Old Richmond Elementary Sonja Sepulveda – WS Youth Chorus

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ENSEMBLE VISIT SCHEDULE Date WS Symphony

Percussion Ensemble

(4th & 5th Grade)

WS Symphony

Woodwind Ensemble

(4th & 5th Grade)

WS Symphony

Brass Ensemble

(4th & 5th Grade)

WS Symphony String

Ensemble

(4th & 5th Grade)

September

Friday, Sept. 9 9:00 Speas

10:15 Meadowlark

9:00 Kernersville

10:15 Piney Grove

Tuesday, Sept. 13 9:00 Lewisville

10:15 Children’s

Center

1:00 Morgan

9:00 Clemmons

10:15 Southwest

Thursday, Sept. 15 9:00 Ward

10:15 Kimmel Farm

9:00 South Fork

10:15 Sherwood Forest

Friday, Sept. 16 9:00 Ashley

10:15 North Hills

9:00 Middle Fork

10:15 Petree

Tuesday, Sept. 20 9:00 Konnoak

10:15 Bolton

Thursday, Sept. 22 9:00 Brunson

10:15 Moore

9:00 Cook

10:15 Diggs-Latham

Friday, Sept. 23 9:00 Easton

10:15 Griffith

9:00 Ibraham

10:15 Mineral Springs

Tuesday, Sept. 27 9:00 Kimberly Park

10:15 Whitaker

9:00 Forest Park

10:15 Downtown

Thursday, Sept. 29 9:00 Konnoak

10:15 Bolton

Friday, Sept. 30 9:00 Ashley

10:15 North Hills

9:00 Sedge Garden

10:15 Hall-Woodward

October

Thursday, Oct. 6 9:00 Jefferson

10:15 Vienna

Friday,

Oct. 7

9:00 Walkertown

10:15 Cash

9:00 Rural Hall

10:15 Gibson

Monday, Oct. 10 9:00 Clemmons

10:15 Southwest

Tuesday, Oct. 11 9:00 Brunson

10:15 Moore

9:00 Sedge Garden

10:15 Hall-Woodward

Thursday, Oct. 13 9:00 Lewisville

10:15 Children’s

Center

1:00 Morgan

9:00 Union Cross

10:15 Caleb’s Creek

1:00 Smith Farms

Friday,

Oct. 14

9:00 Kimberly Park

10:15 Whitaker

9:00 Cook

10:15 Downtown

Tuesday, Oct. 18

Thursday,

Oct. 20

9:00 Old Town

10:15 Old Richmond

9:00 Kernersville

10:15 Piney Grove

Tuesday, Oct. 25 9:00 Ward

10:15 Kimmel Farm

9:00 Middle Fork

10:15 Petree

Teacher’s Materials: WSS In-School Ensembles: Brass Family 2016 - 2017

19

Date WS Symphony

Percussion Ensemble

(4th & 5th Grade)

WS Symphony

Woodwind Ensemble

(4th & 5th Grade)

WS Symphony

Brass Ensemble

(4th & 5th Grade)

WS Symphony String

Ensemble

(4th & 5th Grade)

November

Thursday, Nov. 10 9:00 Easton

10:15 Griffith

Monday, Nov. 14 9:00 Union Cross

10:15 Caleb’s Creek

1:00 Smith Farms

Tuesday, Nov. 15 9:00 Jefferson

10:15 Vienna

Thursday, Nov. 17 9:00 Walkertown

10:15 Cash

9:00 Rural Hall

10:15 Gibson

Friday, Nov. 18 9:00 Old Town

10:15 Old Richmond

9:00 Speas

10:15 Meadowlark

9:00 Forest Park

10:15 Diggs-Latham

Monday, Nov. 28 9:00 South Fork

10:15 Sherwood

Forest

Tuesday, Nov. 29 9:00 Ibraham

10:15 Mineral Springs

December

No Dates No Dates No Dates No Dates

January

Friday,

Jan. 20

9:00 Summit School

5th Grade

10:00 Summit School

5th Grade

February

Friday,

Feb. 17

9:00 Summit School

2nd Grade

10:00 Summit School

3rd Grade

March

Thursday, Mar. 16 9:00 Summit School 1st

Grade

10:00 Summit School

Junior Kindergarten

Thursday, Mar. 23 9:00 Summit School

4th Grade

10:00 Summit School

4th Grade

Teacher’s Materials: WSS In-School Ensembles: Brass Family 2016 - 2017

20

ADDITIONAL EDUCATION OPPORTUNITIES MUSICIANS IN THE CLASSROOM AND IN THE COMMUNITY

Musicians, both individual and in ensembles of all sizes, bring their training and performance experience directly to

students and audiences throughout the Triad. Programs are specifically designed to enhance your school music program

or to engage your local community. These programs give students and audiences an opportunity to meet the musicians

of the Winston-Salem Symphony, experience a live performance, see the instruments up close, and enhance

understanding of music, performance practice, and much more. Program prices vary according to the scope of your

group’s needs, duration, and location. Easily book your visit from our website!

MEET THE MAESTROS

When they are not on the podium, Winston-Salem Symphony Conductors can be found visiting students and adults of all

ages at schools, libraries, and community centers throughout the Triad to discuss music and assist with rehearsals.

DISCOVERY SERIES

The Discovery Series Concerts for Kids are a fantastic and fun mix of orchestra, theater, dance, art and education all rolled

into one! Be sure to come early for exciting pre-concert activities!

SALUTE TO SUPERHEROES

Sunday, November 6, 2016

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

SYMPHONIC SPORTS SHOWDOWN

Sunday, January 29, 2017

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

ENCHANTED FAIRY TALES

Sunday, April 23, 2017

R.J. Reynolds Auditorium

2 p.m. Activities

3 p.m. Performance

INSTRUMENT PETTING ZOO

The Winston-Salem Symphony’s Instrument Petting Zoo brings the magic and excitement of holding and playing orchestral

instruments to local schools and community events. Learn how to make sounds on musical instruments from all four families

of orchestral instruments. Test your ability to identify instruments by their sounds in a fun musical game! The petting zoo is

facilitated by trained volunteers. Book your visit today by visiting our website!

FREE STUDENT NIGHTS The Winston-Salem Symphony invites students to take part in FREE, open rehearsal Student Nights at the Stevens Center of

UNC School of the Arts! Tickets are required for attendance. For more information or to secure your ticket please contact

our box office at 336-464-0145 or visit us online!

Ode to Joy: Beethoven’s Ninth Film Composers Onstage

Friday, October 14, 2016 · 7 p.m. – 9:30 p.m. Friday, March 3, 2017 · 7 p.m. – 9:30 p.m.

RSVP Date: Friday, October 7, 2016 RSVP Date: Friday, February 24, 2017

STUDENT RUSH

Students, enjoy last-minute discounts available just for you! At each performance, student discounted tickets can be

purchased at the door, pending available seating.

TEACHER RESOURCE WEBPAGE

Please enjoy this password protected area of our website specifically for educators containing curriculum guides, school

visit information and listening examples. Be sure to bookmark the page and check back regularly for updates!

http://wssymphony.org/teachers

Password: teachers

To learn about these programs and more, please visit www.wssymphony.org/edu