Description
Materials needed: Power supply, screen or wall space for projector
Length: 40-50 min
Ages: 7-14
Music ensembles: can be performed as piano/vocal duo or with string quartet
"Check the House for Art" is a multimedia program that will inspire students to find artistic inspiration in their everyday lives and think creatively about connections between language, music, and visual art. With the help of the accomplished musicians in the Household Items string quartet, vocalist Laura Grill, and images designed by local visual artists, Friedland's original music dramatizes everyday items such as product descriptions, ingredient lists, instructional manuals, and his own childhood poetry. Through participatory music making, lively discussion, and collaborative activities, students will explore firsthand the power of musical and artistic concepts to express emotion, tell stories, and create humor. They will hopefully leave empowered by the experience to create their own artistic work, inspired by everything that's around them.
Friedland conceived of "Check the House for Art" after discovering how his Household Items compositions inspired his piano students to start composing and/or think more deeply about emotive qualities in their compositions. Through this presentation, Friedland hopes to ignite that same creative spark by demonstrating the impact of words, music, and visual art can have on each other. Thoughtfully guided discussions and demonstrations prior to the performance of each piece will prompt students to think about these artistic-linguistic connections. Students then employ this awareness to help the Household Items Orchestra create a new composition. Students will accomplish this by choosing a product that they would like to see turned into a song, decoding the language on a product for emotions, tone, and texture, and finally selecting the music they think best fits that language. Through "Check the House for Art", the Household Items Orchestra will demonstrate the expressive power of music and art, encourage creative thinking, and memorably entertain students all at once.
"Check the House for Art" is appropriate for all elementary and middle school students and can be tailored to fit specific age groups through selection of materials, activities, and discussion questions. Please view the timeline and videos below for more details about content. For questions and booking inquires, please use the contact form.
Friedland conceived of "Check the House for Art" after discovering how his Household Items compositions inspired his piano students to start composing and/or think more deeply about emotive qualities in their compositions. Through this presentation, Friedland hopes to ignite that same creative spark by demonstrating the impact of words, music, and visual art can have on each other. Thoughtfully guided discussions and demonstrations prior to the performance of each piece will prompt students to think about these artistic-linguistic connections. Students then employ this awareness to help the Household Items Orchestra create a new composition. Students will accomplish this by choosing a product that they would like to see turned into a song, decoding the language on a product for emotions, tone, and texture, and finally selecting the music they think best fits that language. Through "Check the House for Art", the Household Items Orchestra will demonstrate the expressive power of music and art, encourage creative thinking, and memorably entertain students all at once.
"Check the House for Art" is appropriate for all elementary and middle school students and can be tailored to fit specific age groups through selection of materials, activities, and discussion questions. Please view the timeline and videos below for more details about content. For questions and booking inquires, please use the contact form.
Timeline
Total time: 40-50 min
Introduction:
Brian discusses how music can be made from any place we encounter language, introduces concept of composing using texts from "Household Items." Each song has questions, demonstrations, and/or explanations about how the music and art relate to the lyrics.
Avon Peach Hand Lotion (4-5 min)
Laura reads product description and asks for adjectives based on text and on nature of product. Brian explains how his music often magnifies the emotion and texture he feels from the words. He then demonstrates how his opening delicate piano part feels like the adjectives the students gave and Avon's imagery, e.g., sweet, delicate chords that sound like a "ripe, luscious peach" might smell.
Excerpts from a Lease: Important Questions (4-5 min)
Brian talks about how music can be a form of protest against silly rules -- in this case, a list of questions from his landlord, followed by discussion about how music and visuals tell two contrary stories.
Periogard (4-5 min)
Laura explains how dramatic music can create an action packed story out of list of chemical names in mouthwash, and how that produces ironic humor. The visuals of each ingredient's chemical structure help provide concrete imagery for what is impossible to imagine.
Sleepytime Herb Tea (4-5 min)
Brian asks students what emotions come to mind when they think of drinking a warm cup of tea before going to sleep. Students then provide suggestions on how music and visual arts might produce calm and relaxation to match the subject. Last, students are prompted to think about the exaggeration in the product's claims ("coming home to Sleepytime is like finding a friend waiting for you by the fire") and observe how visual art is used to humorously portray the over-the-top language.
Activity: Compose A New Household Items Song! (15 min)
Students help the Household Items Orchestra compose a song! One volunteer picks a product from a grocery bag, and another student looks for language on the label that would be the best material for a song. Students brainstorm as a group, giving ideas for emotions and sounds based on the product text and the nature of the product itself to start forming the song. Brian comes up with several short musical riffs to reflect those words, and students vote on their favorite. The Household Items Orchestra finally improvises a new song based on that riff and performs it for the group on the spot.
How to Grow A Beard/Mustache (3-4 min)
Laura explains about how very silly instructions are treated very seriously in this song, and asks students to think about the humor that results from the contrast between the emotional tone of the words and the musical accompaniment. The photographs of Brian trying many different styles of facial hair offer students another path to humor and show there is a place for silliness in art.
Elevator Warnings (for grades 3-5; 4-5 min)
Brian reads warnings from his friend's elevator that state "there is a little danger of running out of air, or of this elevator dropping uncontrollably" and asks students to think about the emotions those words might produce. Students are further instructed to attempt to identify musical and artistic devices during performance that create a story of emotional transformation.
Activity: Mary Had A Little What!? (for grades 2 and under; 4-5 min)
Brian demonstrates how music can also change the feeling of a familiar melody by composing variations on Mary Had A Little Lamb. Students provide the Household Items Orchestra with emotions, other animals, and original storylines to see how they impact the music.
Audience Questions (remaining time)
Introduction:
Brian discusses how music can be made from any place we encounter language, introduces concept of composing using texts from "Household Items." Each song has questions, demonstrations, and/or explanations about how the music and art relate to the lyrics.
Avon Peach Hand Lotion (4-5 min)
Laura reads product description and asks for adjectives based on text and on nature of product. Brian explains how his music often magnifies the emotion and texture he feels from the words. He then demonstrates how his opening delicate piano part feels like the adjectives the students gave and Avon's imagery, e.g., sweet, delicate chords that sound like a "ripe, luscious peach" might smell.
Excerpts from a Lease: Important Questions (4-5 min)
Brian talks about how music can be a form of protest against silly rules -- in this case, a list of questions from his landlord, followed by discussion about how music and visuals tell two contrary stories.
Periogard (4-5 min)
Laura explains how dramatic music can create an action packed story out of list of chemical names in mouthwash, and how that produces ironic humor. The visuals of each ingredient's chemical structure help provide concrete imagery for what is impossible to imagine.
Sleepytime Herb Tea (4-5 min)
Brian asks students what emotions come to mind when they think of drinking a warm cup of tea before going to sleep. Students then provide suggestions on how music and visual arts might produce calm and relaxation to match the subject. Last, students are prompted to think about the exaggeration in the product's claims ("coming home to Sleepytime is like finding a friend waiting for you by the fire") and observe how visual art is used to humorously portray the over-the-top language.
Activity: Compose A New Household Items Song! (15 min)
Students help the Household Items Orchestra compose a song! One volunteer picks a product from a grocery bag, and another student looks for language on the label that would be the best material for a song. Students brainstorm as a group, giving ideas for emotions and sounds based on the product text and the nature of the product itself to start forming the song. Brian comes up with several short musical riffs to reflect those words, and students vote on their favorite. The Household Items Orchestra finally improvises a new song based on that riff and performs it for the group on the spot.
How to Grow A Beard/Mustache (3-4 min)
Laura explains about how very silly instructions are treated very seriously in this song, and asks students to think about the humor that results from the contrast between the emotional tone of the words and the musical accompaniment. The photographs of Brian trying many different styles of facial hair offer students another path to humor and show there is a place for silliness in art.
Elevator Warnings (for grades 3-5; 4-5 min)
Brian reads warnings from his friend's elevator that state "there is a little danger of running out of air, or of this elevator dropping uncontrollably" and asks students to think about the emotions those words might produce. Students are further instructed to attempt to identify musical and artistic devices during performance that create a story of emotional transformation.
Activity: Mary Had A Little What!? (for grades 2 and under; 4-5 min)
Brian demonstrates how music can also change the feeling of a familiar melody by composing variations on Mary Had A Little Lamb. Students provide the Household Items Orchestra with emotions, other animals, and original storylines to see how they impact the music.
Audience Questions (remaining time)