2016-2017 Percussion Pre-Visit Materials

Teacher’s Materials: WSS In-School Ensembles: Percussion Family 2016 - 2017
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Winston-Salem Symphony
In-School Ensembles
PERCUSSION
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 Percussion Family……………………………………………………………………………Pg. 4
Percussion Instrument Categories…………………………………………………………......Pg. 4
The Instruments………….…………………………………………………………………………Pg. 5
Musical Terms ……………………………………………………………………………………...Pg. 6
Uses and History …………….…………………………………………………………………….Pg. 6
Program ……………………………………………………………………………………………..Pg. 7
Q&A…………..……………………………………………………………………………………….Pg. 7
Lesson: Instrument Classification……………………………………………………………..Pg. 8
Lesson: Percussion Ceremonies…………………………………………………..………....Pg. 10
Additional Activities…………………….……………………………………………..………....Pg. 12
Handouts…………………………………………………………………………………………...Pg. 13
Link Up Letter……………………………………………………………………………………...Pg. 16
Ensemble Visit Schedule………………………………………………………………………..Pg. 17
Additional Education Opportunities…………………………………………………………..Pg. 19

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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 Percussion Family
Next to the human voice, percussion instruments are generally thought to be the oldest musical
instruments. Practically all early societies used percussion instruments in a number of ways. Just about
anything you can imagine that is struck, scraped, or shaken belongs to the percussion family!
Percussion instruments are exceptionally diverse in appearance and structure and can be used in a variety
of ways. But before we learn how they are used, it’s essential to identify the science of how these
instruments produce sound.
Percussion instruments are grouped into several categories based on how they vibrate. The three main
categories are idiophones, membranophones and chordophones.
Percussion Instrument Categories
Idiophones The back-and-forth shaking of the instrument body creates its
sound. Idiophones consist of instruments like woodblocks, xylophones,
tambourines, cymbals, chimes, and other similar instruments.
Membranophones are instruments that include a skin
(also called a membrane) that vibrates to create sound.
This group contains nearly all kinds of drums. When a drum is played, a musician
strikes the drum skin (or “drumhead”), which vibrates back-and-forth to generate a
sound. Membranophones come in all shapes and sizes, but they all possess a vibrating
membrane that produces sound when it vibrates.
Chordophones are instruments that produce sound through
the vibration of a string. And while the string family (violins,
violas, cellos and basses) are clearly chordophones, there are a small number of
percussion instruments that meet the criteria as well. Though they naturally
aren’t thought of as percussion instruments, pianos produce their sound when
notes on the keyboard trigger a mallet which strikes strings within the body of
the instrument. Because the strings are struck with a mallet, the piano is
theoretically a percussion instrument. In this example, the piano is creatively used
as both a chordophone and an idiophone.

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The Instruments
These types of instruments can be seen everywhere, from a symphony orchestra, to a rock band, to a
Native American ritual! Find the percussion family on the orchestra seating chart on page 13 and
color it green. When you visit the Winston-Salem Symphony, odds are you’ll see these instruments on
stage. Percussion instruments are amazingly diverse but a lot of composers (or people who write music)
use the following instruments time and again when writing for percussion. Click on each instrument name
to listen and learn more!
Cymbals
Some instruments,
such as cymbals
and triangles have
indefinite pitch.
That is, you can
tell if the tone is
high or low, but
it’s hard to tell which note of the scale is sounding.
Cymbals can be crashed together to produce a
single, dramatic noise. They make a sound that
gives one a thrill—a big clash at an important part
of the musical score. They are held, one in each
hand, and crashed together in a sideways slicing
motion.
Triangle
A triangle is shaped like a
triangle as you can see,
with an opening in one
corner. The triangle makes
a tinkling sound, adding a
delicate noise to the
orchestra. A triangle is
held by a loop of nylon or
gut passing around the
bar. One uses a beater by
hitting two arms of the triangle inside to produce a
“trill” or using a hit on the outside to make a single
note.
Snare Drum
The snare drum is a
descendant of the
military side drum. It
has two skins. The
lower skin has a
metal or gut wire
strung across it (called the snare) so that when the
upper skin is struck, the wire vibrates to give the
characteristic rattling sound. The snare drum is
primarily used for rolls in a classical setting or for
adding accents to music.
Timpani
Also called kettledrums,
were the first drums to be
used in the orchestra over
300 years ago. They are
constructed of a large
copper bowl with a
drumhead made of
calfskin or plastic
stretched across the top. When struck with felt-
tipped wooden sticks, or mallets, timpani produce a
specific pitch that is determined by the drum's size.
That pitch is fine-tuned by tightening the drumhead
with keys and foot pedals. Most orchestras use
three or four timpani of varying sizes.
Xylophone
First used in the
orchestra just over a
century ago,
the xylophone is a
tuned instrument
made of hardwood
bars in graduated
lengths set
horizontally on a
metal frame. With the larger, lower-sounding bars
on the left, the notes of the xylophone are laid out
much like a piano keyboard. Striking the bars with
hard mallets produces a bright, sharp sound.
Bass Drum
The composer Mozart added the
deep, booming, un-tuned sound
of the bass drum to the orchestra
in 1782. Constructed like
a snare drum, but without snares,
the bass drum is much larger and
is played on its side, so that either
head may be struck. The beater or
mallet for a bass drum is large
with a soft material such as sheep's wool covering
the end.

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Musical Terms:
When learning about the Percussion 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:
Flam: A flam is one of many
essential techniques every
drummer must know. This
rudiment is played with both
sticks, and is designed to make a
full sound using two strokes.
Listen here.
Mallets: A stick with a
special tip used to create
different sounds and feels
on percussion instruments.
Mallets can have fabric tips,
rubber tips, plastic tips, or
wood tips which all create
uniquely individual sounds.
Paradiddle: A technique
played with two sticks to
develop independence
with your hands. The
paradiddle is an 8 note
pattern that is played: R L
R R L R L L. One of the
most popular techniques
to learn. Listen here.
Roll: A technique drummers
use to produce a constant
sound on an instrument. The
most common roll is played on
a snare drum, and is played in
all styles of music. In notation,
a roll is shown by a strike
through the stem of a note.
Listen here.
Percussion: Uses and History
Signaling:
Percussion instruments are known for being LOUD! Prior to the internet, television, phones, or even local
newspapers, drummers would use their instruments to send signals and messages. They were thunderous
enough to be heard throughout an entire community, which made them ideal for announcements or
warnings. In truth, they are so loud that numerous very old and not-so-old civilizations used drums to
signal on the battlefield. By means of these instruments, drummers gave signals to their soldiers, startled
the rival forces, and provided their own troops a much needed boost in confidence.
Ceremonies:
The recurring rhythms found in various pieces of percussion music can contain a hypnotizing effect that
groups have utilized in ceremonies, either sacred or celebratory, for hundreds of years. Percussion music
can be found at weddings in Java and at the gathering of tribal kings in West Africa. The Ashanti natives
use drums to cast out evil spirits, whereas ancient Jews used cymbals in their ceremonial practices.
Entertainment:
Percussion is all the rage! If you pay attention to music on the radio, then you’ve heard a drummer playing
with a trendy rock, pop or hip hop group. In particular, the drum set has provided the beat to the majority
of popular dance music over the last 100 years. Some brilliant musicians have turned out to be so versatile
and accomplished that they make their livelihood by playing percussion. Most expert percussionists start
playing percussion or a different musical instrument at an incredibly early age. Through years of individual
practice and education, they are capable to accomplish a level of performance that allows them to play
full-time.

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Program:
During the performance by the WSS Percussion Ensemble, you will hear many exciting pieces featuring a
variety of instruments! Here’s a preview:
Yankee Doodle: Although
written several years before
the American Revolution,
"Yankee Doodle Dandy" was
universally popular among
both the rebels and British
soldiers during the War.
Legend has it that the song
first appeared as a nursery
rhyme ridiculing American
troops who were fighting
alongside the British soldiers.
In the song: "Doodle" refers to "A fool or simpleton."
"Dandy," refers to "a gentleman of affected manners.”
"Macaroni" referenced a fancy style of Italian dress
imitated in England at the time." Students will have the
opportunity to sing along with the percussionists as they
perform. Learn the words here!
Wood Block Trio from Amores:
John Cage, a legendary
percussionist and composer,
was born on September 5, 1912
in Los Angeles, California and
died in New York City on August
12, 1992. Cage composed the
piece Amores in 1943 which
consisted of four parts:
I. Solo (prepared piano), II. Trio
(9 tom-toms, pod rattle), III. Trio (7 woodblocks) , IV.
Solo (prepared piano). The third movement is the most
unique with an interesting arrangement for woodblock,
an instrument often underestimated and overlooked.
Listen and watch here.
Bell Song from The Magic Flute:
Mozart's famous German
singspiel, or opera, "The Magic
Flute," tells a charming, fantastic
story that includes a bird seller, a
captured princess, a prince who
wants to rescue her, an evil Queen
of the Night, a priest and, of
course, a magic flute. The plot is
complicated but the music is
beautiful and memorable. You
won't be able to stop humming.
One particularly famous section of
the Magic Flute is the Bell Song performed on a
percussion keyboard instrument called the glockenspiel.
Trio Per Uno, mvt. 1: Hailed by
the critics as one of the most
unique and expressive artists in
the field today, Nebojsa Jovan
Zivkovic is recognized as one of
the world’s top marimba and
percussion soloists and
composers. His piece, Trio Per
Uno, is made up of three parts
or movements. The 1st
and 3rd
movements share
sounds similar to what may be heard as part of wild
ancient cult ceremonies. The opening requires a bass
drum played by three drummers using traditional
sticks. In addition to that, pairs of bongos and china-
gongs are used by each player.
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:
How many kinds of percussion instruments are there? How/why did you choose your instrument?
What types of music feature percussion instruments? Which percussion instrument did you play first?
What are percussion instruments used for? How often do you practice?
How do I care for a percussion instrument? How often should a beginner practice?

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Lesson: Instrument Classification
(Music/Science)
Time:
30 minutes
Standards:
The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the
National Core Arts Standards for Music.
Objectives:
Students will understand the scientific procedure of classification through percussion instrument
categories.
Materials:
At least one idiophone (triangle, tambourine, woodblock, shaker, etc.), membranophone (a drum of some
sort), and chordophone (preferably a piano).
Introduction:
Scientists classify items and organisms by means of certain factors, including physical qualities and
behavioral qualities. For instance: an ant is considered an insect because it has six legs, a segmented
body, and lays eggs, among additional reasons. Percussion instruments can be equally classified
according to their qualities and behavior. These classifications consist of idiophones, membranophones
and chordophones. While organisms are classified by their qualities and behavior, percussion instruments
are classified by how they produce sound. These three groups are defined as follows:
• Idiophones—instruments that vibrate themselves when struck. A triangle is an idiophone because, when
it is struck, it rings to produce sound. Other idiophones include cymbals and xylophones.
• Membranophones—instruments that have a drumhead that vibrates. These consist of what we usually
call “drums.”
• Chordophones—instruments with strings that vibrate when struck, plucked or bowed. Even though it
isn’t frequently labeled as such, the piano is in fact a percussion instrument because its strings are struck
by mallets.
Procedure:
Start by reviewing classification as a method and idea. Students ought to have a comprehensible
perception of how to examine objects or organisms by means of their five senses and apply their
interpretation of an organism’s behavior and physical qualities toward classification. Just as organisms can
be divided into categories based on behavior and physical qualities, musical instruments are mainly
classified by how they produce sound.
Introduce the classifications listed above (idiophones, etc.) and the criteria a percussion instrument should
meet to be included in that grouping. Students should then examine an example of a percussion
instrument from all of the categories without being told in advance to which category each instrument
belongs. With their five senses, students should conduct observations in a similar approach they would for
organisms or other classification exercises. Students should write observations regarding each instrument,
including physical characteristics, but paying particular attention to how they imagine the instrument
produces sound; they should also guess which instrument category the percussion instruments belong to.

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Lesson: Instrument Classification Continued
(Music/Science)
Practice:
As a class, talk about why each instrument belongs in its particular group and ask students if they
guessed correctly or incorrectly. Then, supply students with online resources to discover other percussion
instruments here.
If feasible students can separate into groups and locate the percussion instruments that belong to each
category. List the three categories on the board. As a class, complete each list, giving the groups or
individuals a chance to speak about the qualities and musical behavior of the instruments they examined.
Percussion Instrument Categories and Examples
Idiophones: "Idiophones produce sounds through the vibration of their entire body."
Cowbell
Castanets
Xylophone
Marimba
Glockenspiel
Chimes
Cymbals
Wood block
Steel drum
Crotales
Claves
Cajón
Triangle
Membranophones: "Membranophones produce sound when the membrane or head is struck."
Bass drum
Snare drum
Bongo
Conga
Timpani
Tom-tom
Djembe
Tabla
Chordophones: “Percussive chordophones are string instruments that are struck by a hammer or mallet.”
Hammered dulcimer
Piano
Cimbalom
Yangqin

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Lesson: Percussion Ceremonies
(Music/Social Studies)
Time:
20 minutes—one full class period, depending on method
Standards:
The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the
National Core Arts Standards for Music.
Objectives:
Students will achieve understanding of Native American musical and ceremonial practices.
Students will produce and present percussion music reflecting the moods or mind-set of particular
ceremonies.
Students will respond to peer-created music through a variety of movements.
Materials Required:
Various percussion instruments—drums, rattles, etc.; authentic Native American instruments are
recommended if they are accessible but whatever is available in your classroom will work. Body
percussion and “found sounds” (using everyday objects for the purposes of creating music) are also
options.
Note to the teacher:
If feasible, choose ceremonies practiced by a local tribes: Some North Carolina tribes and ceremonies
include:
Catawba Tribe:
In addition to the numerous rituals to be performed
by individuals (such as hunters) during the course
of daily life, the Catawba had communal
ceremonies to celebrate the harvest and pray for
future success in planting. The fate of their
ceremonial round is unknown; during the early
nineteenth century the harvest ceremony may have
evolved into an annual meeting in late summer to
discuss the leases of reservation lands. "Powwows"
were said to have been held into the late nineteenth
century, though their form and function are
unknown.
Singing, accompanied by tortoise-shell rattles and
pot-drums, was common at ceremonies.
Cherokee Tribe:
The six main ceremonies held each year were the
first New Moon of spring, the New Green Corn
Festival, the Green Corn Festival, the first
appearance of the October New Moon (Nuwtiegwa),
establishment of friendship and brotherhood and
"Bouncing Bush" Festival.
At most festivals a sacrifice of meat was made, the
people took ceremonial baths in the water by
plunging under seven times. Religious dances were
held most of the night, special wood was gathered
for the kindling of special fires, and tobacco was
used in a special ceremony. These festivals were
held as a Thanksgiving to God for the fruits of the
earth. Prayers were said that God might bless the
corn and meat during the year and make the people
healthful. The preliminary Green Corn Feast was
held in August and the main Corn Feast was held in
the middle or latter part of September, when the
corn was ripe.
Prerequisites:
Students should have some familiarity with tempo and dynamics, but the lesson would also work well as
an introduction to these concepts.

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Practice:
Native American cultures use music, which frequently includes singing and percussion, to accompany
certain ceremonies. Depending on the tribe, music may be used in cleansing ceremonies, war dances,
festivals celebrating food harvest, to tell a story, for spiritual purposes, or in a multitude of other
situations. The students will be producing their own music to go together with ceremonies that are
assigned by the teacher.
Students should separate into groups of four or five (or, with younger students, work as a class). Allocate
a “ceremony” to each group that they will produce the music for, preferably something secular. With the
assistance of the teacher, students should choose whether their ceremony may require a fast tempo or a
slow tempo. For example, a funeral might require a slow tempo, while a war training ceremony might
necessitate a fast tempo. Once this is determined, students should choose a dynamic, or volume, for their
ceremony. For example, music that tells the story of a hunt might be loud, while music that accompanies
family commemoration might be soft.
Once these musical parameters have been determined, each group will use percussion instruments to play
a steady beat using their selected tempo and dynamic level. The remainder of the class, which should be
standing in a circle around the instruments, should move in the same direction in the circle and in the
manner of the music. For instance, students might move slowly and with quiet steps for a funeral
ceremony/beat, or stomp quickly for a war ceremony/beat.
As a class, discuss if the music from each group was suitable for the ceremony. Did the dynamics go with
the situation? What about the tempo?

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Additional Activities:
Activity One – Snare Drum Basic Rhythms: Music Reading/Performance
Review and perform the snare drum music located on page 8 of this guide with your students.
1. Begin with the staff and the clef. Drum music, like most other music is written on 5 lines known
as the staff, or stave. Each un-pitched instrument has its own place on the staff. The snare drum
is always written in the 4th
space, or if alone, the snare part will be notated on a single line. At the
beginning of the staff is a sign called a clef. The clef here is very different from the traditional
treble or bass. This tells us the notes on the staff are notes for percussion, as opposed to any
other instrument.
2. As a next step, review the time signature and its purpose within the music.
3. Review the rhythms in small sections with chanting and clapping. Eventually, have students tap
the rhythms on their laps, as if they are playing the snare drum.
4. Add in some fun! Once the students have an understanding of the rhythms, add in percussive
instruments from your classroom or additional body percussion sounds such as snapping and
stomping. Are any students willing to try the rhythms solo?
Activity Two – Three/Four Part Rhythm Reading: Music Reading/Performance
Now that students are familiar with some basic rhythm, let’s push the envelope. Percussionists are
accustomed to multiple rhythms happening at once. Use the music on page 9 of this guide (and also
located here) to create a body percussion ensemble made up of 3 to 4 parts. Review the music in the
same fashion as activity one. Once rhythms are learned, encourage the students to get creative and
perform the piece in a variety of ways:
1. Perform all at once.
2. Staggered entrances.
3. With varied body percussion sounds.
4. Additional percussion instruments from your classroom.
5. Discuss how percussion instruments can be played in a variety of ways (struck, shaken, scraped)
and how that can change the sound of the piece. Have students experiment.
6. Have students reflect and discuss the experience of performing multiple rhythms at once. Was it
difficult? Easy? Do they think they could be a percussionist?

13

14

15
Body Percussion Activity
Optional 4th
Part

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WELCOMETOLINKUP!
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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ENSEMBLEVISITSCHEDULE
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

18
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

19
To learn about these programs and more, please visit
www.wssymphony.org/edu
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
2 p.m. Activities
3 p.m. Performance
ENCHANTED FAIRY TALES
Sunday, April 23, 2017
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

2016-2017 Percussion Pre-Visit Materials

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