The K3 Sisters Band in conjunction with Bruce Ray Productions has agreed to perform a series of educational concerts for GISD elementary student bodies this fall. The 40 minute program is called "Singing with Strings & Highland Flings." Below please find an itemization of several dozen K-5 Texas social studies and fine arts essential knowledge and/or skills contained in the program. Following the essential knowledge skills educators will find discussion points and "fill in the blank" questions for classroom use either before or after the program. ESSENTIAL KNOWLEDGE/ SKILLS 1. National heritage and patriotism is incorporated and advanced in the song "God Bless the USA." 2. Geographic concepts of location, and the concept of regions within the USA are repeatedly addressed in the program. In the song "God Bless the USA" the states and cities include: "the lakes of Minnesota, hills of Tennessee, plains of Texas, sea to shining sea, Detroit down to Houston, New York to Los Angeles." 3. There are several references to Scotland and Ireland being across the Atlantic Ocean. 4. The origins of yodeling from the mountains of Austria & Switzerland in Europe are mentioned. 5. The cultural process of how musical and vocal art forms such as yodeling and fiddling music of Britain evolved in the USA is presented in the program. The evolution of the forms as they arrived in the Appalachian and Blue Ridge mountains of the East Coast states and eventually in Texas is highlighted. This reinforces the concepts of time and chronology including ancient vs. modern times, and vocabulary related to chronology. 6. The customs of Scotland and all Celtic heritages are represented by two authentic Highland dances in the program (e.g. Highland Fling, Sword Dance) which celebrate the animal hunt, and the ancient custom of pre/post European war dances. These are contrasted with the similar customs of Native Americans of Texas. The program shows how these oral and visual forms transmit cultural stories and beliefs. 7. Texas history, and the growth and development of the cattle industry is covered in the program. The round up activities of roping cattle, cattle trails of Texas, riding horses, cowboy skills, and yodeling forms in the song "Happy Yodelin' Cowgirl" address these historical issues. 8. Citizenship and Culture are addressed in the program via demonstration of various musical instruments from other countries that have become part of the "melting pot" or "stew pot" of American culture during the exploration and settlement phases of various regions of our country. 9. Latin American instruments: the cabasa, claves, maracas/egg shaker, guiro. 10. European instruments: violin/fiddle, guitar, mandolin. 11. African/ Native American instruments: banjo, hand held drum with animal skin head. 12. Scotland/Ireland: pennywhistle, tin whistle, bodhran, bagpipes. 13. Greece/ Persia: tambourine. 14. Students are encouraged to use critical-thinking skills to obtain or discover social/cultural information embedded in the lyrics of pop music in songs "Naturally, Once Upon a Dream, You Belong with Me." 15. The student is informed of the Scottish poet Robert Burns and Robert the Bruce who united the clans of Scotland in their fight for independence from the tyranny of England. This can be contrasted with the American experience of our American Revolution and War of Independence from England. 16. The program seeks to demonstrate a variety of artistic styles from several historical periods so that students will develop respect for the traditions and contributions of diverse cultures. As students analyze and process the visual and musical elements of the program they are encouraged to further develop lifelong skills of learning how to perform on a musical instrument as well as making informed judgments and evaluations of art forms. The 3 elementary age child performers in the program were chosen to inspire other elementary age students to explore vocal and instrumental study. 17. The program seeks to inform students that there are many cultural contributions of people of various racial, ethnic, and religious groups to the USA. 18. By spanning Latin, pop, rock, country, bluegrass and Celtic music forms the program seeks to encourage perception, creative expression/performance possibilities, historical and cultural heritage, and offer a basis of critical evaluation. In so doing the program offers a platform on which students can reflect on musical periods and styles, better understand music's role in history, and the importance of valuing and participating in a diverse society. 19. Students get an opportunity to see how a vocalist uses both voice and body expressively in expressing dramatizations and songs with a message. 20. Students will be asked to respond to the use of music and song combined with creative movement, and dance. Many visual components in dramatic play and artistic performances are embedded within the program. 21. Students will be informed of and asked to make informed judgments of personal artworks of others. Several songs and dances in the program were composed by the elementary age performers and will be identified as such. 22. Students will be given opportunity to show appropriate audience behavior during a live performance. 23. Students will be given opportunity to see that pop music can be a means to discover, discuss, and communicate ideas about self, family, school, and community. The use of sensory knowledge and life experiences can be combined to further develop one's personality and appreciation of life. 24. Students will be given opportunity to identify music forms presented aurally such as AABA, (Robin Ridge Runner) and AABB (Swallowtail Jig). 25. Students are encouraged to view the program as an opportunity to explain musical and dance performances as a reflection of life in particular times, places, and cultures, as well as identify and discuss the role of live theatre and musical performances in our culture. Students are encouraged to compare and contrast the ways ideas and emotions are depicted in the program, and to compare the artists and their specific contributions to the program. Discussion Points and Questions related to "Singing with Strings & Highland Flings." 1. Name several states and US cities that were mentioned in the program. Ans. Texas (plains), Minnesota (lakes), Tennessee (hills), New York, Detroit, Houston, Los Angeles (LA). 2. Who was a famous poet of Scotland? Ans. Robert Burns 3. What were the names of the two Highland dances and what did they represent? Ans. The "Highland Fling" depicts a deer hunt. The fingers are held to look like the antlers of the deer. The jumps mimic the stag jumping. The "Sword Dance" is a good luck celebration before or after a battle. The ancient warriors danced on a "targ," an ancient battle shield with a spike in its center. 4. What types of instruments were played in the program? Ans. electric and acoustic guitar, bass guitar, fiddle/violin, mandolin, pennywhistle/tin whistle, claves, maraca/egg shaker, cabasa, guiro, tambourine, electric banjo. 5. What is yodeling and where did it come from? Ans. Yodeling is a form of singing that involves rapid switching from a normal singing voice to falsetto. It originated in Switzerland and Austria. 6. Why does the song "God Bless the USA" fall into the category of a modern American patriotic song? Ans. It suggests that Americans show respect and appreciation for the men and women of our armed forces who over the years have fought and given their lives for our freedoms and way of life. It suggests that it is a noble idea to join with each other in defending our country and its ways. It promotes a love for our country and the idea that it is a national virtue to be proud to be an American citizen. 7. What do you remember each performer contributing to the program? Ans. The girls sang, danced, and played the fiddle, guitar and percussion instruments. The men played guitars, pennywhistle, mandolin, and banjo. The lady played guitar and sang. 8. What parts of the program did you like the most? Ans. Instrumentals? Vocal performances? Yodeling? Dances? 9. Which instruments did you like the most? 10. What countries or continents were mentioned in the program? Ans. Scotland, Ireland, Switzerland, Austria, Africa, Europe, Latin America. 11. What pop songs did you recognize in the program? Ans. "Naturally" by Selena Gomez. "You Belong with Me" by Taylor Swift. "Once Upon a Dream" from Walt Disney's Sleeping Beauty. 12. How does the pop song "Naturally" by Selena Gomez use images of nature and the physical world to represent strong personal emotions? Lyrics: "How you choose to express yourself It's all your own and I can tell It comes naturally, it comes naturally. You follow what you feel inside, It's intuitive, you don't have to try It comes naturally, mmmmm it comes naturally, And it takes my breath away, What you do, so naturally. You are the thunder and I am the lightning, And I love the way you know who you are, And to me it's exciting When you know it's meant to be. Everything comes naturally, it comes naturally when you're with me baby. Everything comes naturally, it comes naturally. You have a way of moving me, A force of nature, your energy, It comes naturally, it comes naturally, And it takes my breath away, What you do, so naturally." Ans. Thunder and lightning are powerful forces of nature which are used in this song to represent the personalities of two people. The song even uses the term "a force of nature your energy" to make the comparison clear. 13. What are the main ideas being expressed in the pop song "You Belong with Me" by Taylor Swift? Lyrics: "You're on the phone with your girlfriend, she's upset. She's going off about something that you said 'cause she doesn't get your humor like I do. I'm in the room, it's a typical Tuesday night. I'm listening to the kind of music she doesn't like, And she'll never know your story like I do. She wears short skirts, I wear T-shirts. She's cheer captain, and I'm on the bleachers Dreaming about the day when you wake up and find That what you're looking for has been here the whole time. If you could see that I'm the one who understands you, Been here all along, so why can't you see? You, you belong with me, you belong with me." Ans. We live in a diverse culture. That is a good thing, and it is not necessary to try to be something you are not just to be accepted by a person or group. That is a form of peer pressure. It is much better to be yourself and allow people to like you for who you are instead of trying to live up to their views of what you should be, or what you think they want you to be. 14. How is life in the USA affected by the many different people groups that have brought their music, dance, and cultural expressions to our country? 15. How do you feel about learning to dance, sing, or play an instrument after watching and listening to the 3 child performers (Kaylen 10, Kelsey 9, Kristen 6) in The K3 Sisters Band? 16. The program "Singing with Strings & Highland Flings" pointed out that the USA is filled with music, dances, stories and customs that have come to us from all kinds of other countries and people groups that have settled in our country. In this sense some have called America a "melting pot" of culture. In this view people groups take on the cultures of others and become similar. Another view labels America as a "stew pot" of cultures. In this view different people groups are "flavored" by other cultures but retain their own distinct cultures to a much greater extent than the "melting pot" view. Which of these views do you think represent your family? Which of these views do you think represent our country today?