Transcription
IS IT AFIDDLE ORA VIOLIN?TEACHER’S GUIDE
IS IT A FIDDLE OR VIOLIN?TEACHER’S GUIDEThis teacher’s guide includes classroom lessonsdesigned to assist teachers in preparing theirstudents for the program Is It a Fiddle or a Violin?During the program, students will listen to andinteract with a professional violinist and aprofessional fiddler. In addition, students will tourboth the Country Music Hall of Fame and Museumand Schermerhorn Symphony Center, home to theNashville Symphony.A poster, worksheet, and CD are included toaccompany specific lessons in this guide. Thelessons engage students and teachers in listening to,observing, writing, and discussing the characteristicsof fiddles and violins, museums and symphonycenters, and the people who work at both places.Lessons address specific curriculum objectives inlanguage arts, music, social studies, and visual artfor grades K-5. All curricular connections are basedon Tennessee State Curriculum Standards and canbe used as interdisciplinary teaching tools. TeacherTips, included in most of the lessons, providedetailed instructions or suggestions for ways teacherscan adapt lessons to the particular needs andinterests of their students. Because museums andsymphony centers are special places containingvaluable and delicate objects, a discussionabout appropriate behavior prior to a visit maybe helpful.The Country Music Hall of Fame and Museumand Schermerhorn Symphony Center provideworkshops for teachers several times a year. Forworkshop dates and times, and to learn more aboutour programs for teachers and students, pleasevisit: www.countrymusichalloffame.org/learn andwww.nashvillesymphony.org/education.TAbLE OF CONTENTS:Lesson One:Instruments and Instrument Families2Lesson Seven:Who Works at Museums and Concert Halls?146Lesson Eight:Post-Visit Activities16Resources18Lesson Guide Evaluation199Songs on the Accompanying CD20Lesson Five:What Is a Museum?10Additional Resources:Classroom PosterFiddle Puzzle WorksheetLesson Six:What Is a Symphony Center?12Lesson Two:Learn About the Fiddle and the ViolinLesson Three:What Do Fiddles and Violins Sound Like?Lesson Four:Instrument Parts71
COuNTRy MuSIC HAll OF FAME AND MuSEuM1 INSTRuMENTS AND1. Start with a general introductionto instruments and the sounds theymake.INSTRuMENT FAMILIESSTANDARDSLanguage Arts:1. LanguageDemonstrate knowledge of strategies and resourcesto determine the definition, pronunciation, and usageof words and phrases.2. Communication Continue to develop basic listening skillsnecessary for communication.2. Discuss the following withstudents.Continue to develop basic speaking skillsnecessary for communication.4. Research Identify and narrow a grade-appropriateresearch topic. Gather information from a variety of sourcesto support a research topic. Present research results in a written report.Music:Standard 6.0 Students will listen to, analyze, anddescribe music.Standard 8.0 Students will understand relationships2between music, the other arts, and disciplines outsidethe arts.Learning Objectives:1. Students will develop a list of instrumentsthat they have heard or played, and will learn thatinstruments, like people, belong to families.2. Students will correctly categorize instrumentsinto families.3. Students will be introduced to the fiddle andviolin, and other common instruments.Five minutes to put a chart ofinstrument families on the board, five minutesto photocopy worksheet, five minutes to set upCD and CD player (if available)Prep Time:Materials: Paper, pencils, poster board, whiteboard or chalkboard, “Instrument Families”worksheet (found on page 5). You may also wishto use the lesson guide CD and a CD player.Brass, educated guess, fiddle,percussion, strings, violin, woodwindVocabulary:TEACHER TIP:If you are a classroom teacher, this lessonpresents a good opportunity to involve yourschool’s music specialist.Instruct students to make a list of as manyinstruments as they can, either on their own or insmall groups. If necessary, play a song or severalsongs that students are familiar with and ask them toidentify the instruments they hear. Students shouldsave their answers for a later exercise. Considerplaying a track or two from the lesson guide CD. Have you ever been to a concert? What types of instruments did you see and hear? Did you see more than one person playing thesame instrument? How were the musicians seated on stage? How can you tell two instruments apart?3. Explain to students thatinstruments, like people, belong tofamilies. Ask students the followingquestions about families as anintroduction to this concept. Who is in a family? What makes families special? Do people have to be related by blood to be ina family? Why or why not? What are some activities your family doestogether?4. Share the following with students.While families don’t have to be related by blood,there is something special that brings themtogether. Families often have special activities ortraditions that they do together. For example, theymay enjoy similar hobbies like sports, cooking,or making music. They may have something incommon like a great sense of humor or a loveof reading. Instruments, like people, belongto families. Just as people within a family havesimilarities, instruments within a family have alot in common, like their sound, how they areplayed, and what they are made of. There are fourinstrument families: brass, percussion, strings, andwoodwind. We will learn a little about all four andwhat makes them unique.Teacher’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuMNashville Symphony5. Read the following descriptionsof instrument families to students.Brass instruments are all made of brassor other metals and have a mouthpiece on whichmusicians place their lips and make a buzzingsound. To change from note to note, brass playersuse valves, slides, and the vibrations of their lips.Brass:Instruments in this family come ina wide range of shapes and sizes and can be madeof many materials, including wood, metal, andplastic. They make noise when you hit, strike,or shake them.Percussion:Woodwind: Woodwind instruments are made ofwood and/or metal, and are played by blowing intoa mouthpiece. Some woodwind instruments havereeds, which are pieces of wood that vibrate whenan instrumentalist blows on them.String instruments are played by pullinga long bow over the strings. Sometimes you pluckthe strings instead of using the bow, which is calledpizzicato.6. Students should share the listsof instruments they came up with in#1, making an educated guess aboutwhat families they belong to.Below is a list of common instruments grouped byfamily. Ask students to guess the families before youshare the answers.Brass: horn, trombone, trumpet, tubaPercussion: chime, cymbal, drum, hand bell,marimba, piano*, tambourine, xylophoneWoodwind: bagpipe, bassoon, clarinet, flute,oboe, recorder, saxophoneString: banjo, bass, cello, fiddle, guitar, harp,mandolin, viola, violin*The piano is considered a percussion instrument because it makes sound bypressing keys that strike strings within the instrument.Strings:TEACHER TIP:TEACHER TIP:Consider creating a graphic organizer on the board witha column for each instrument family. As students sharetheir answers aloud, write them in the proper column.For sound clips of the instruments, please visitwww.nsokids.org.Teacher’s Guide3
COuNTRy MuSIC HAll OF FAME AND MuSEuMBob Wills performs with his band7. Divide the class into four groups.Assign an instrument family to eachgroup.4Ask students to create a poster representing theirassigned instrument family. Students can draw orcut out pictures of instruments in that family. Neareach instrument, ask students to indicate the name,what each instrument is made out of, whether theinstruments have holes or strings, and what stylesof music that instrument family can be found in.For more information about instruments, visit the“Our Instruments” section at www.nsokids.org.Consider using the suggested resources listed atthe back of this guide as well.8. An assessment about instrumentfamilies can be found on the followingpage. Answers are listed below.2. Fill in the blanks using words from theword bank below.Just like people, instruments belong to families.Instruments within a family have something incommon. They may sound similar when youhear them. They may be made of similarmaterials like wood or metal. They could alsobe played in the same way, by striking, strumming,or blowing. There are four instrument families:brass, percussion, strings, and woodwind.3. Using what you have learned aboutinstrument families, can you guess whichfamily the following instruments belong ute—woodwindInstrument Families Answer Key:1. Match each instrument family to thedescriptions below.d. This family is made up of wooden andmetal instruments. Many instruments inthis family are played with reeds.c. Instruments in this family are played witha bow. Sometimes, they are plucked.b. Instruments in this family come in manyshapes and sizes. They are similar becauseyou must hit, strike, or shake them tomake noise.a. This family is made up of metal instruments.They have mouthpieces, valves, and slides.a. Brassb. Percussionc. Stringsd. WoodwindTeacher’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuMWorksheetINSTRuMENT FAMILIESName:Date:1. Match each instrument family to the descriptions below.This family is made up of wooden and metal instrumentsMany instruments in this family are played with reeds.Instruments in this family are played with a long bow.Sometimes, they are plucked.Instruments in this family come in many shapes and sizes.They are similar because you must hit, strike, or shake them to make noise.This family is made up of metal instruments.They have mouthpieces, valves, and slides.a. Brassb. Percussionc. Stringsd. Woodwind2. Fill in the blanks using words from the word bank.Just like people, instruments belong to .Instruments within a family have something in .They may similar when you hear them. They maybe made of similar like wood or metal. Theycould also be in the same way, by striking,strumming, or blowing. There are four instrument families:, , ,and .3. Using what you have learned about instrument families,can you guess which family the following instruments belong to?DrumViolinHornFluteTeacher’s GuideWord undstringswoodwind5
COuNTRy MuSIC HAll OF FAME AND MuSEuM2. Instruct students to look at thelesson guide poster, which displaysboth a fiddle and a violin on it.Consider the following discussionquestions.2 LEARN AbOuT THEFIDDLE AND VIOLINSTANDARDSLanguage Arts:3. WritingWrite for a variety of purposes to different audiences.4. ResearchGather information from a variety of sources tosupport a research topic.Visual Arts:Standard 6.0 - Interdisciplinary ConnectionsStudents will make connections between visual artsand other disciplines.Learning Objectives:1. Students will learn that the fiddle and violinare the same instrument physically.2. Students will learn that the main differencebetween the fiddle and violin is the method inwhich they are played.Five minutes to photocopy worksheetand hang lesson guide posterPrep Time:6Materials: Colored pencils, paper, pens, andclassroom posterVocabulary:fiddle, violin1. Before beginning this lesson,it will be important for students torecognize that the fiddle and violinare, physically, the same instrument.Divide the class in half and instruct half thestudents to draw a fiddle. The other half will drawa violin. Once students have completed their work,ask them to share it aloud. They will notice thattheir drawings all look very similar. Does your drawing look like the images onthe poster? Did you miss any important partsof the instrument? Do the two instruments look similar? How? Do the two instruments look different? How? Have you heard a fiddle or a violin before? Theylook similar. Do you think they sound similar?3. The grid at the bottom of thepage contains information aboutthe fiddle and violin.Since the instruments are physically the same,much of the information, like the number ofstrings and materials, is identical. However, theinstruments have different histories and are playedin different styles of music. Photocopy the gridand share it with students or create a blank one tofill out as a class.4. Consider the following activitiesto further explore the grid. Make a Venn diagram, with one circle for thefiddle and one for the violin. Ask students tocompare and contrast each instrument, usingthe diagram as a guide. Discuss styles of music that feature eachinstrument. What other instruments arefeatured in that style of music? How would youdescribe the sound and moods of the music? Instruct students to research notable performerswho play each instrument. Where are theyfrom? How long have they played theirinstrument? Do they play with a band ororchestra or by themselves? How did they learnto play? Do they play both the fiddle and violinor just one?InstrumentFiddleViolinNumber of Strings44MaterialsWood body, metal or syntheticWood body, metal or syntheticstrings, horsehair bowstrings, horsehair bowInstrument PartsBow, bridge, chin rest, f-holes,Bow, bridge, chin rest, f-holes,neck, scroll, strings, tuning pegsneck, scroll, strings, tuning pegsWell-KnownInstrumentalistsMark O’ConnorVassar Clements, Alison Krauss,Isaac SternMidori Goto, Itzhak Perlman,Styles of MusicBluegrass, country, folkClassical, jazz, popTeacher’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuMNote: You may need to play each piece more than once.3 WHAT DO FIDDLES ANDVIOLINS SOuND LIkE?3. Ask students what they noticeabout the tempo and dynamics ofthe pieces they heard. Discuss thefollowing with students.STANDARDSMusic:Standard 6.0 Students will listen to, analyze, and What instrument(s) do you hear? How do the pieces sound similar? How do they sound different?describe music.Standard 7.0 Students will evaluate music andmusical performance.Language Arts:Standard 1 - LanguageDemonstrate knowledge of strategies and resourcesto determine the definition, pronunciation, and usageof words and phrases.Standard 2 - CommunicationContinue to develop basic listening skills necessaryfor communication.Continue to develop basic speaking skills necessaryfor communication.Learning Objectives:4. Play each piece once moreand instruct students to followalong on the “LISTEN ALONG!”worksheet.5. Next, play the fiddle pieces,tracks #3 and #5 on the lessonguide CD. Discuss the followingwith students.1. Students will define the terms dynamics andtempo and will apply them appropriately to fourpieces of music. What instrument(s) do you hear? How do the pieces sound similar?2. Students will describe, accurately, music as fast,slow, medium, loud, soft, or moderate.Prep Time: Five minutes to photocopy worksheetand set up CD and CD player How do they sound different?CD player, lesson guide CD, “ListenAlong” worksheetMaterials:Vocabulary:6. Hand out another copy of theworksheet and instruct students tofollow along as you play each fiddlepiece once more.7. Discuss the following as a class.dynamics, tempo, staccatoTEACHER TIP:Consider allowing students to draw or paint alongwith each song. Their images can reflect eitherthe mood or feeling of the piece. Display studentart as part of this unit.1. Allow students to come upwith definitions of “tempo” and“dynamics” before you share thefollowing definitions:the speed at which music is playedDynamics: the change in volume and soundin a piece of musicTempo:2. Play the violin pieces, tracks#1 and #2 from the lesson guide CD.Instruct students to take notes on how the musicsounds, any images it brings to mind, and howit makes them feel. Which pieces feature a violin? Which pieces feature a fiddle? Describe the tempo and dynamics ofboth violin pieces. Describe the tempo and dynamics ofboth fiddle tunes. Describe the differences in the sounds ofthe fiddle and the violin. Which instrument would be easier to clapalong to? Which instrument would you hear at a barndance? Which would you hear at a symphonyconcert? How can you tell? Which instrument do you like best? Why? How do you think two instruments that lookthe same can sound so different?TEACHER TIP:Tracks #4 and #6 feature fiddle solos of the melody inthe previous track.Teacher’s Guide7
COuNTRy MuSIC HAll OF FAME AND MuSEuMWorksheetLISTEN ALONg!Name:Date:Listen to each piece. Describe its sound.Piece #1Tempo:FastMedium FastModerateMedium SlowSlowMedium SoftModerateMedium ce #2Tempo:FastMedium FastModerateMedium SlowSlowMedium SoftModerateMedium her’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuM4 INSTRuMENT PARTSChin Rest: The chin rest helps the instrumentalistknow where to put their jaw. Just like the namesuggests, it provides a place for them to rest theirchin while they play.STANDARDSLanguage Arts:Standard 2- CommunicationContinue to develop basic listening skills necessary forcommunication.Continue to develop basic speaking skills necessary forcommunication.Visual Arts:Standard 6.0- Interdisciplinary ConnectionsStudents will make connections between visual arts andother disciplines.F Holes: The F Holes are cut out of the bodyof the violin. They help project the instrument’ssound.The neck comes out of the main bodyof the instrument. It is long and thin, andinstrumentalists run their fingers along it to changenotes as they play.Neck:The scroll is the decoratively carvedend of the neck.Scroll:Learning Objectives:1. Students will learn eight parts of the fiddle andviolin and will be able to identify them on a drawingof the instrument.2. Students will learn what materials fiddles andviolins are made of to better understand theinstruments and the sounds they make.Prep Time:Five minutes to photocopy worksheetStudent drawings of fiddles and violins,Classroom poster, “Fiddle Puzzle” worksheet,scissors, and glueMaterials:Bow, bridge, chin rest, f-holes, neck,scroll, strings, tuning pegsVocabulary:1. Ask students to look at theinstrument drawings they createdin Lesson 2.If students did not complete the last lesson, usethe included poster, which has an image of bothinstruments.2. Identify each instrument partand read the descriptions below.You can also read the description first and havestudents select the corresponding part on theinstrument image.Strings used to be made of sheep gut, butare now made of steel or synthetic material. Theyrun from the top of the instrument to the bottom,and an instrumentalist pulls the bow across them tomake sound.Strings:Tuning Pegs: The tuning pegs change the pitch ofthe strings by increasing or decreasing tension.3. Distribute the “Fiddle Puzzle”worksheet to students.Instruct students to carefully cut out each squareof the puzzle. They should then put the pieces intheir proper places to reveal the fiddle and bow.A completed version is available on the back ofthe worksheet.4. Discuss the following withstudents. What would the instrument sound like if wetook away the f-holes? What about the bridge?The strings? The bow? Are there any parts that are for decoration orto help the instrumentalist? Do these affect thesound? Why or why not?The bow is the long stick thatinstrumentalists move across the strings. Itcauses vibrations, which create sound. Bows aremade of wood with horse hair for the strings.Bow:The bridge supports the stringsof the instrument. It holds them abovethe instrument itself.Bridge:Teacher’s Guide9
COuNTRy MuSIC HAll OF FAME AND MuSEuM5 WHAT IS A MuSEuM?1. Share the following with students:STANDARDSLanguage Arts:Standard 1- LanguageDemonstrate knowledge of strategies and resources todetermine the definition, pronunciation, and usage ofwords and phrases.Standard 2 - CommunicationContinue to develop basic listening skills necessary forcommunication.Continue to develop basic speaking skills necessary forcommunication.Standard 5 - LogicDevelop logic skills to enhance thoughtful reasoning andto facilitate learning.Use learned logic skills to make inferences and drawconclusions in a variety of oral and written contexts.Social Studies:Standard 2.0 - EconomicsGlobalization of the economy, the explosion ofpopulation growth, technological changes, andinternational competition compel students tounderstand, both personally and globally, the production,distribution, and consumption of goods and services.Students will examine and analyze economic conceptssuch as basic needs versus wants, using versus savingmoney, and policy making versus decision making.Standard 6.0 - Individuals, Groups, andInteractions10Personal development and identity are shaped byfactors including culture, groups, and institutions. Centralto this development are exploration, identification,and analysis of how individuals and groups workindependently and cooperatively.Learning Objectives:1. Students will define artifact and museum tounderstand the distinct characteristics of museums.2. Students will define hall of fame to betterunderstand why halls of fame are importantinstitutions.Prep Time:NoneWhite board or easel paper, paper,pencils or pens, lesson guide posterMaterials:Vocabulary: architecture, artifact, exhibit, hall offame, museumTEACHER TIP:While Lessons 5-8 do not directly relate to fiddles andviolins, they further explore the two venues studentswill visit and how they operate. For students who havenever visited a museum or symphony center, theselessons will help further explore their purposes withincommunities. They also provide opportunities to learnnew vocabulary and discuss community resources.We will visit both the Country Music Hall of Fameand Museum and Schermerhorn Symphony Centerduring our fieldtrip. At each location, we will learnmore about the fiddle and the violin. First, we willlearn more about the Country Music Hall of Fameand Museum, and museums in general.2. Use the following questions toengage students in a discussionabout museums. Record answers.Responses will be used later in acomparing-and-contrasting activity. Have you ever been to a museum?Which one(s)? What did you see there? What did you do there? What do you like best about visiting museums? Are there any rules in a museum? What are they? What types of museums are there (art, aquariums,botanical gardens, history, zoos)? Why do youthink they are all considered museums? (They allexhibit specific objects, living or non-living.)3. Share and discuss the followingwith students:History-related museums like the Country MusicHall of Fame and Museum contain artifacts. Anartifact is an object that helps tell an importantstory. Some artifacts tell us about how people livedlong ago, and others are ordinary objects that oncebelonged to important people. Museums such aszoos and botanical gardens collect and preserveliving objects (animals and plants). What types ofobjects have you seen in museums?4. As a class, generate a list ofcommon museum characteristics.This will determine students’ initial understanding.Use questions and student responses from #2 tohelp create this list.5. After students have generatedTeacher’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuMthis list, share this definition of amuseum:A museum is an institution, open to the public,that collects, cares for, and exhibits objects forthe purpose of study, education, and enjoyment(adapted from International Council of Museums).6. Ask students to compare theircharacteristics of a museum with thedefinition provided.7. Discuss the museum’sarchitecture with students usingthe classroom poster.9. Discuss why “hall of fame”can signify both a physical structureand the group of individuals whoare honored.Did students think that it could refer to both? Havethey ever visited another hall of fame? What otherhalls of fame can they name?10. Ask the students to create theirown hall of fame, either in smallgroups or as a whole class. Somequestions to consider: What will they call their hall of fame? Where will the hall of fame be?The design of the Country Music Hall of Fameand Museum, inside and out, relates to the storyof country music that is told in the museum’sexhibits. Look at the photograph of the museumon the accompanying poster and discuss how thebuilding design or architecture might be relatedto music. Examples include the pattern of thewindows, which resemble the black and white pianokeys; the radio tower on the top of the Hall ofFame Rotunda; and the drum-like shape of theRotunda. Students may also note the large discson top of the Rotunda, which represent the changesin recording technology: the 78-rpm disc, the vinylLP, the 45-rpm disc, and the compact disc. Who will elect the new members to theirhall of fame? What item will they use to honor the membersof the hall? Will it be a plaque, a bust, etc.? How will they design their hall of fame?Will there be an order in which the individualsare represented within the hall? Will that bechronological? Alphabetical? Random? Why? How will they celebrate the new inducteeseach year?TEACHER TIP:Have students use the Internet to research theinduction criteria for the Country Music Hall of Fameand other halls of fame to help guide their owndecisions about induction.8. Allow students to come up witha definition of “hall of fame” beforeyou share the following definition:Hall of Fame:1. a room or building that houses itemshonoring outstanding individuals2. a group of individuals judgedoutstanding, as in a sport or professionCountry Music Hall of Fame and MuseumTeacher’s Guide11
COuNTRy MuSIC HAll OF FAME AND MuSEuM6 WHAT IS A SyMPHONy CENTER?1. Use the following questions toengage students in a conversationabout concert halls.STANDARDS Have you ever been to a concert hall?Which one(s)?Language Arts:Standard 1 - Language What did you see there?Demonstrate knowledge of strategies and resourcesto determine the definition, pronunciation, and usageof words and phrases.Standard 2 - CommunicationContinue to develop basic listening skills necessaryfor communication.Continue to develop basic speaking skills necessaryfor communication.Standard 5 - LogicDevelop logic skills to enhance thoughtful reasoningand to facilitate learning.Use learned logic skills to make inferences and drawconclusions in a variety of oral and written contexts.Social Studies:Standard 2.0 - Economics12Globalization of the economy, the explosion ofpopulation growth, technological changes, andinternational competition compel students tounderstand, both personally and globally, the production,distribution, and consumption of goods and services.Students will examine and analyze economic conceptssuch as basic needs versus wants, using versus savingmoney, and policy making versus decision making.Standard 6.0 - Individuals, Groups,and InteractionsPersonal development and identity are shaped byfactors including culture, groups, and institutions.Central to this development are exploration, identification,and analysis of how individuals and groups workindependently and cooperatively. What did you do there? Do you like listening to live music? What kinds of live music have you heard? What is a symphony? What kinds of music do you think you mighthear at a symphony center? What are some characteristics of a concert hall?TEACHER TIP:While the word symphony refers to a particular work ofmusic, encourage students to think about this idea interms of a symphony orchestra—“a large assemblage ofmusicians who play the diverse instruments and musicalparts called for in ensemble music; a term usually usedin relation to symphony music.” (from New York PublicLibrary Performing Arts Desk Reference).2. As a class, generate a list ofcommon characteristics of aconcert hall.This will determine students’ initial understanding.Use questions and student responses from #1 to helpcreate this list.Learning Objective:Students will learn about symphonies anconcerthalls to understand their distinctive characteristicsand their roles within communities.Prep Time:NoneMaterials: White board or easel paper, paper,pencil or penVocabulary:concert hall, symphony3. After students have generatedtheir own list, share the following:A concert hall is a space designed primarilyfor live musical performances. The design andmaterials that go into the construction of theconcert hall affect everything from how themusic sounds to how the audience hears thissound. In fact, a concert hall is often considered tobe an instrument itself.Teacher’s Guide
COuNTRy MuSIC HAll OF FAME AND MuSEuM4. Ask students to compare theircharacteristics of a concert hall withthe definition provided.5. Ask students what they thinkit means for a concert hall to beconsidered an instrument itself.6. Discuss Schermerhorn SymphonyCenter’s architecture with studentsusing the classroom poster.The design of Schermerhorn Symphony Centerwas inspired by some of the world’s greatest concerthalls, many of which were built in Europe in thelate 19th century. Laura Turner Concert Hall,the largest concert hall in the center, seats over1,800 people. It is one of the few halls nationwideto feature natural light through 30 windows.These windows were specially designed and theyare soundproof so that noise from the street can’tinterrupt performances. Behind the stage is aspecial loft with seats for chorus members whenthey sing with the orchestra. The stage has roomfor over 100 musicians.Schermerhorn Symphony Center is home to theNashville Symphony, but you can hear many typesof music there, from classical and choral to jazzand pop. The concert hall is designed so that alltypes of music can be easily heard. Because soundbounces off of surfaces like walls and floors
Vocabulary: iddle, violin 1. Before beginning this lesson, it will be important for students to recognize that the fiddle and violin are, physically, the same instrument. Divide the class in half and instruct half the students to draw a iddle. The other half will draw a violin. nce stud
