2016-2017 Woodwind Pre-Visit Materials

Teacher’s Materials: WSS In-School Ensembles: Woodwind Family 2016 - 2017
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Winston-Salem Symphony
In-School Ensembles
WOODWIND
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 Woodwind Family………………………………………………………………………………………...Pg. 4
Science of Sound……………………………………………………………………………….....................Pg. 5
Instrument Vibrations………………….…………………………………………………............................Pg. 5
Instrument Vibrations Con’t…………………………………………………………………………….…...Pg. 6
Musical Terms …………………………………………….....………………………………….……….……Pg. 6
Program……………………………………………………………………………………………………........Pg. 7
Q&A……………………………………………………..……………………..……………………..……….....Pg. 7
Guide Assessment……………………………………………………..………………………………..........Pg. 8
Guide Assessment Answers……………………………………………………..………………..……..….Pg. 9
Lesson: Sound of Woodwinds………………………………………………………………....………….Pg. 10
Lesson: Peter and the Wolf……………………………………………………..………………..………..Pg. 11
Peter and the Wolf Worksheet……………………………………………………..………………..…..…Pg. 12
Additional Activities and 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 Woodwind Family
The woodwind family is made up of the flute, oboe, clarinet, bassoon and saxophone. Just like the name,
woodwind instruments were originally made from wood. While many still are made of wood, some are
now made of other materials, like metal, silver, gold and even plastic. Like all other instrument families,
the woodwind family is grouped primarily by how they make sound (but more on that later). First, let’s
have an introduction to the instruments.
Though there are many woodwind instruments, we will focus mainly on the members of the woodwind
quintet, a well-liked ensemble including the four most familiar woodwind instruments in the orchestra.
Here they are from highest‐pitched to lowest (plus one guest woodwind and one unique friend). Click on
their names to listen and learn more:
Flute
The flute is no longer made of wood, but is still in
the woodwind family even though it is made of
metal. It produces very bright and joyful notes.
Oboe
The oboe looks very similar to the clarinet except
for the fact that it has a double reed. The oboe is
widely used in classical or symphonic compositions.
Clarinet
The clarinet is a single reed instrument. It plays a
wide range of music from classical to jazz. It also
has a very wide range of notes that can be played.
Saxophone
The saxophone is a
woodwind instrument that
is not included in the
woodwind quintet but is
sometimes used in
Symphony Orchestras. At
other times it is used as a
jazz instrument, or played
in military bands or school
bands. Usually,
saxophones are made of
brass and are played with
a single-reed mouthpiece.
Bassoon
The bassoon is a double reed instrument. Because
of its size, it plays very low notes and is often the
backbone of the orchestra.
French Horn
You’ll notice something a bit
odd about the Woodwind
Ensemble when you see them
perform. They have included
an outsider as part of their
group! That’s right! A brass
instrument, the French Horn.
It is not uncommon for the
French Horn to make an
appearance as a supporting
instrument for a woodwind
ensemble.

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Science of Sound: Woodwinds
All sound, no matter the source, comes from vibration. If you have ever plucked a rubber band, then you
have seen this theory in action. The vibration of an object back and forth moves the surrounding air. The
air begins to create sound waves, which move through the atmosphere and ultimately move to your ear
and then to your brain, which translates those waves into sound.
With woodwinds, the same sound producing steps take place. Inside of woodwind instruments are
extensive columns of air. Depending on the length of these air columns, different notes can be produced.
Take a look at this diagram:
The pipe on the left has longer air columns. This means that the sound will be lower. The pipe on the
right has shorter air columns. This means that the sound will be higher. Now, in order to modify the
length of these columns, woodwind players press down various keys (see the Instrument Design box on
the previous page), which open up holes for air to pass through.
Instrument Vibrations:
So, now we recognize how woodwinds modify pitch. We even know that we need vibration to create sound.
But how do woodwind instruments create vibrations?
Because woodwind instruments are so diverse, they create vibrations in three different ways, depending
on if they are a flute, a single reed instrument, or a double reed instrument:
Flutes
Have you ever blown air across the top of a bottle? When someone plays
the flute, it’s fundamentally the same idea. Air blown across a hole at the
proper angle alternates between (1) missing the hole or (2) entering the
hole (see diagram on right).
The fluctuation between in and out is merely the back‐and‐forth vibration
of the air. This sends vibrating air into the flute, where the keys and tone
holes can open and close to control the pitch.

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Single Reed Instruments
Single reed instruments are comprised of the clarinet and, while it is not a component of the woodwind
quintet, the saxophone. These instruments operate a single reed which is aligned with a mouthpiece by a
round metal part called a ligature.
When air is blown properly it travels (1) on top of
the reed, then (2) underneath the reed. This
back‐and‐forth movement of the reed causes air to
vibrate within the mouthpiece. It then moves
through the body of the clarinet where it forms an
air column which the player can control using keys
and tone holes.
Double Reed Instruments
Double reed instruments consist of the oboe, its cousin the English
horn (which is not a member of the woodwind quintet), and the
bassoon. These instruments all use two reeds that vibrate against
each other in order to create sound. In fact, it is possible to remove
the double reed from the instrument and play it on its own!
Vibrations on a double reed occur somewhat differently than on a
flute or a single reed instrument. Air is pushed into a double reed;
the reeds separate and permit air to come between them, and then
come back together, creating a vibration and a sound as they swap
back and forth.
Musical Terms:
When learning about the Woodwind 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:
Reed: A thin piece of
wood or plastic which
vibrates when wind is
blown through the
instrument to create
sound.
Single Reed: Single reeds
are used on the
mouthpieces of clarinets
and saxophones. The
back of the reed is flat
and is placed against the
mouthpiece. When air is
blown between the reed
and the mouth piece,
sound is created.
Double Reed: Double
reeds are used on
the oboe and bassoon.
They are typically not
used in conjunction with
a mouthpiece; rather
when air is blown into the
instrument, the two reeds
vibrate against each other
to create sound.
Timbre: An
instrument’s unique
sound, different from
every other
instrument. An
instrument’s timbre
is simply its unique
musical voice; it’s the
same as the
difference between
your voice and the
voice of someone
else.

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Program:
During the performance by the WSS Woodwind Ensemble, you will experience a variety of musical styles!
Here’s a preview:
Rondo Allegro: is the fourth movement of Beethoven’s Op. 71. Originally
composed in 1796 for a woodwind sextet, or six person group, it is commonly
performed today with quintets, a five person group. Around this time, Beethoven,
26 years old, also began complaining of a ringing in his ears that would eventually
lead to his deafness later in life. The cause of his deafness is still a mystery, but did
not prevent him from writing some of the most famous works in history. You can
watch the Aquillos Ensemble play this piece here.
Leaping Dance: was composed by Ferenc Farkas and was written for 17th
century
style Hungarian Dances in the late 1950’s. Farkas was well versed in many different
types of composition including: stage music (musicals, operas, and ballets);
symphonies; masses; chamber music; choir; and film music. Many of his works,
including Leaping Dance are inspired by Hungarian folk music and characterized by
lively and spontaneous rhythm. Take a quick peek at this piece here.
Polka: by Dmitri Shostakovich is one section of his famous Golden Age ballet. The
ballet itself is pro-Communism, seeking to shed light on the downfalls of capitalism
in a humorous way. A Russian soccer team travels to play in Western Europe, but
falls victim to match rigging, harassment by police, and imprisonment at the hands
of a powerful and evil businessman. They are eventually freed by the town’s people
who join them in overthrowing the businessman, symbolizing the overthrow of
capitalism in Russia. You can watch The Carl Nielsen Quintet play this piece here.
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:
Are the oboe and bassoon more difficult to play? How/why did you choose your instrument?
What types of music feature woodwind instruments? Is the saxophone a woodwind instrument?
Is the recorder a woodwind instrument? How often do you practice?
How do I care for woodwind instruments? How often should a beginner practice?

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Match the following terms to their definitions:
Sound Waves The highest and oldest woodwind
instrument.
Keys/Tone Holes Air moving back and forth quickly; it
results in sound.
Clarinet The lowest and largest woodwind; a
double reed instrument.
Single Reed A single piece of wood vibrating
against a mouthpiece.
Bassoon A double reed instrument with a duck-
like sound.
Flute A woodwind instrument with a single-
reed mouthpiece, a cylindrical tube
with a flared end, and holes stopped
by keys.
Woodwind Quintet Two pieces of thin wood that vibrate
together and make sound.
Double Reed System of buttons and holes that allow
woodwinds to change pitch.
Vibration How sound travels through the air and
reaches your ear.
Oboe Four woodwind instruments plus a
French horn.
Timbre An instrument’s unique sound,
different from every other instrument.

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Guide Assessment Matching (pg. 8)
Sound Waves: How sound travels through the air and reaches your ear.
Keys/Tone Holes: System of buttons and holes that allow woodwinds to change pitch.
Clarinet: A woodwind instrument with a single-reed mouthpiece, a cylindrical tube with a flared end, and
holes stopped by keys
Single Reed: A single piece of wood vibrating against a mouthpiece.
Bassoon: The lowest and largest woodwind; a double reed instrument.
Flute: The highest and oldest woodwind instrument.
Woodwind Quintet: Four woodwind instruments plus a French horn.
Double Reed: Two pieces of thin wood that vibrate together and make sound.
Vibration: Air moving back and forth quickly; it results in sound.
Oboe: A double reed instrument with a duck-like sound.
Timbre: An instrument’s unique sound, different from every other instrument.

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Lesson: Sound of Woodwinds
(Music/Science and/or Math)
Time:
30‐45 minutes
Standards:
The Winston-Salem Symphony bases all educational programming, lessons and curriculum around the
National Core Arts Standards for Music.
Objectives:
Students will…
 Make predictions about how physical changes to a tube will alter the sound produced.
 Experiment with modified cardboard tubes and compare their sounds.
 Produce a piece of music via their newly‐created instruments.
Materials:
Numerous wrapping paper or cardboard tubes; tape; scissors; writing materials; metronome
Prerequisites:
Students ought to have a good understanding of how simple pipes create sound (see pages 5-6 of this
guide).
Instruction:
This lesson would work well when beginning to study scientific testing. Start by reviewing how woodwind
instruments alter their sound (by manipulating holes and keys along the tube to allow air out or keep it
in). Review how longer tubes have a lower pitch and shorter tubes have a higher pitch. Explaining to the
students that they will be conducting an experiment with tubes and have the students write down their
thoughts to the subsequent questions:
 How will the sound of a short tube compare with the sound of a long tube?
 How will holes in the tube change the sound that is made?
 Will the position of the hole on a tube make a difference in the sound produced?
 How will sound be effective if the end of the tube is closed?
Then, being certain to keep one tube in its original condition, alter other tubes by cutting them to
different lengths, creating holes in a variety of places and taping the bottoms closed. At this time, ‘play’
each adapted tube by striking the tube on the ground on its edge or by using the palm of your hand to
strike the opening.
Have the students produce a short musical piece using their newly‐invented instruments. Use a
metronome to help students maintain a steady beat, choosing a tempo that works well for your class.
While sitting in a circle, have each student, one by one, experiment with different sounds. Encourage
students to create a different sound than the student next to them. Encourage students to close holes in
the tubes and explore as many imaginative sounds as possible. Once each student has determined how
they would like to play their instrument, have them perform those sounds around the circle; once per beat.
If students are more advanced or have mastered this first exercise, have them improvise for four beats
each. As a group, try to clarify why the modifications to the tubes altered or didn’t alter the sound of the
tube. Compare the sounds discovered from the modified tubes verses the unmodified tubes.

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Lesson: Peter and the Wolf
(Music/Language Arts)
Time:
One full class period.
Standards: The Winston-Salem Symphony bases all educational programming, lessons and curriculum
around the National Core Arts Standards for Music.
Objectives:
Students will…
 Associate an instrument’s timbre within the music to a character’s individuality within a story.
 Utilize critical listening to explain how timbre in Peter and the Wolf reflects the traits of the
characters.
Materials:
Peter and the Wolf film (1946 version)
Prerequisites:
An introduction to woodwind instruments (page 4 of this guide). This lesson would be an excellent
addition to a Language Arts unit on character study.
Instruction:
When writing stories, authors apply personalities to their characters to give them life. This means that the
characters are unique in the way they act because of who they are and the situations they are in, just like
people in real life. Composers, people who write music for a living, frequently make use of specific
instruments to symbolize characters or ideas in their music. This is because every instrument has a very
distinctive personality, or sound of its own. This unique quality of sound is called its timbre (see page 6).
Frequently, language that we use to illustrate characters (e.g., sly, playful, sad or scary) can be used to
describe the sounds that instruments make. (Prior to moving to the next paragraph, instruct students to
describe characters from stories they know or books that they’re reading.)
In Peter and the Wolf, initially composed for chamber ensemble and storyteller, the famous Russian
composer, Sergei Prokofiev, makes use of instruments from the woodwind quintet (and some others) to
symbolize specific characters. This is because he felt that the timbre of those instruments connected to
the personality of those specific characters:
Bird—Flute Duck—Oboe Cat—Clarinet Grandfather—Bassoon
Wolf—French Horn Peter—Strings Hunters—Drums
Before viewing the Disney cartoon version of Peter and the Wolf, instruct students to give particular
attention to how every character’s individuality is represented by the sounds of a specific instrument (e.g.,
the bird’s playful fluttering is represented by the flute’s light, airy sound). Support them in making notes
or drawing sketches that illustrate the feelings or personalities of the characters as they watch the movie.
Then, watch the film again (the first five minutes or are sufficient if class time is running short) and have
students complete the worksheet on page 12.
To conclude, ask the class to reflect on how the timbre of an instrument can be representative of specific
actions or feelings of particular characters in the movie. Feel free to allow students to share answers from
their worksheet during this reflection time.

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Lesson: Peter and the Wolf
Worksheet
1. Why do you think Prokofiev used the timbre of the flute to represent a bird?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. How does the timbre of an oboe sound like a duck’s quack?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. What are some similarities between the timbre of a clarinet and a cat’s personality?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4. How does the timbre of a bassoon sound like an upset grandfather?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5. What about the timbre of a French horn reminds you of a fierce wolf?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Compare and contrast two animal characters from the movie Peter and the Wolf in the first
space below. Then, directly underneath the first box, compare the timbre of the instruments
that represent those characters.
Character: Character:
Personality Traits: Personality Traits:
Timbre Description: Timbre Description:

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Additional Activities:
Activity One – Rondo Form: Music Reading/Performance
The word "rondo" comes from the French word "rondeau," which means "round." In music, a rondo is a
form that repeats the main theme over and over again. The rondo has developed into a musical form that
is often used as the final movement in classical sonatas, symphonies and concertos. As the final
movement, it can usually be described as the climatic point in the work, and the tempo is almost always
very fast. In this exercise students will learn about and perform rondo form.
1. Explain to students that musical forms are often described by using letters of the alphabet to
identify different sections and how they fit together. "A" is the opening or initial statement. "B" and
following themes are indicated alphabetically. A piece using sonata form would start with an "A"
section, followed by a "B" section and would then return to "A" at its conclusion. Rondo form,
however, would add a "C" after the second "A" section. Other sections could be added after each
return of the "A" section. It doesn't matter how many sections the piece has (e.g., if the piece is A-
B-A-C-A), it is still a rondo. What is most important to remember is that each “A” section sounds
the same; each “B” section sounds the same and so on…
2. Use the following visual (also located on page 15 of this guide) to help direct student
understanding:
3. Use the Chocolate Rondo chant as an example of Rondo form for students to perform together.
Once the class can recite the chant together, get creative by dividing the class into sections to
perform each statement with the addition of instruments or body percussion.
4. Challenge your students! Have students listen to Beethoven’s Rondo Allegro and guide them in
identifying the “A” section, the “B” section and so on. One option to assist with this exercise would
be to create simple shapes, labeled for each section as pictured above, for students to silently
hold in the air to identify each section as they listen.
Activity Two – Compose a Rondo: Music Composition/Reading/Performance
Using Chocolate Rondo as a guide, have the students compose their own rondo chant as a class with your
guidance.
1. Have the class choose a subject (food, sports, music etc) and compose the “A” section of the
rondo chant together.
2. Once the “A” section is complete, divide the class into groups and assign each group an additional
section to compose (B, C or D), again using Chocolate Rondo and the chosen class theme to help
guide them.
3. Go from group to group assisting students with their compositions.
4. Allot enough time at the end of class to have each group share their section of the rondo. Write
each section on the board in the appropriate order.
5. Perform: Section “A” as a class. Sections B, C and D performed by the individual groups assigned
to those sections.
6. Students may need assistance with syllables and rhythms both in the composition and
performance stages of this activity.

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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

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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

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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 Woodwind Pre-Visit Materials

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