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Santa Fe Pro Musica
Youth Concert
Mozart’s birthday: The greatest child star!
Friday, January 27, 2017 at 10am
The Lensic Performing Arts Center
Contact Janet Gilchrist to make reservations

Youth Concert Study Materials

Here you will find useful information, activities and games that can be helpful in preparing your students for the music they will hear on the Santa Fe Pro Musica Youth Concert [Friday, January 27, 2017 at 10am in the Lensic Performing Arts Centre]. Please use these resources as best fits your needs.

Audience Etiquette

  • Teaching Objective: Students will demonstrate an understanding of appropriate audience behavior in a variety of settings.
  • Pre-Assessment: Ask students how they would behave at an orchestra concert.
  • Teaching Sequence
    1. Ask students to describe places where they were members of an audience. Answers could include attending a movie, a theater, a sports arena, at home watching television, a concert hall, etc. List the answers on the chalkboard.
    2. Discuss the appropriate audience behavior for each of the settings listed above. For example, how would audience behavior at a golf tournament be different from a football game? How would the audience behave at a rock concert compared with a classical music concert?
    3. Choose students to act as performers in at least three of the settings listed above. For example, they may pretend to be playing a sport like golf or tennis; or they could pretend to be playing instruments in an orchestra or a rock band. Allow the students to perform while the rest of the class pretends to be in the audience.
    4. Before and after each performance, review with the class where they are pretending to be and help the class evaluate the appropriate audience behavior for each location. Point out that some behaviors that are fine in one setting are considered inappropriate in another. Ask performers if they felt that the audience's behavior was appropriate for their performance and why.
  • Culminating Activity: Tell students that they will soon be going to a concert where they will hear an orchestra. Help students create a guide for correct behavior at an orchestra concert. Have students use their guide to evaluate their behavior after the concert.
  • Evaluation: Did student responses indicate an understanding of the appropriate audience behavior as an audience member in a variety of settings?


Guided Listening

Teaching Objective: Students will improve their listening skills
Teaching Sequence:

1. Ask students to be very quiet and write down or remember everything they hear during a two to five-minute period.

2. At the end of the time ask each student how many things they heard. Encourage the lists to be as long as possible, including everything from sounds made by other students to air-conditioning noise. In a few days, play the game a second time and compare how listening skills have improved.

3. With no other activities going on, have students listen to:

Mozart, Jupiter Symphony, movement 4 (10:54)

After listening, lead a discussion by asking some general questions. There will be no right or wrong answer to these questions because music is a personal experience.

    • How did the music make you feel?
    • What was the mood of the music?
    • How would you move your body to this music?
    • Can you make a facial expression that describes the music?
    • Can you think of one word that describes the music?
    • What did you picture in your mind while listening to the music?

4. Here is another interesting piece from the Pro Musica concert that you can listen to:


MEET the COMPOSER: MOZART(born on January 27, 1756; died on December 5, 1791)

MozartWolfgang Amadeus Mozart was one of the greatest child stars that ever lived. By the age of three he was playing the piano. Then, he started learning the violin. By age four he was writing his own music. He could read and write music before he could read and write words. When he was six years old, he was traveling all over Europe, performing for the kings and queens of Europe and even the Pope. Mozart composed his first symphony at age of eight. He wrote his first opera when he was 12. When he was a teenager his symphonies were the hottest music in Europe.

Mozart made his living by giving music lessons, performing (mostly on the piano, but some violin and viola playing), and writing music for people who paid him to compose a piece for a specific occasion. During his brief lifetime (35 years) Mozart wrote over 600 pieces, including 21 operas, 15 church masses, 50 symphonies, 40 concertos, 26 string quartets, plus songs, sonatas and many other kinds of pieces.

MEET the COMPOSER: Anna Clyne (b. 1980)

Anna ClyneAnna Clyne is a London born composer who now lives in the United States. Her first instrument was a piano with missing keys, a situation that contributed to her unique musical viewpoint. During her school years, she composed occasionally, but it was only after she had lived in three great cultural cities – Edinburgh, Scotland; Ontario, Canada; New York City – that her passion for music came to life. Clyne has collaborated with many of today’s most inventive visual artists, dancers, choreographers, filmmakers and musicians.

For more information visit her website:


MEET the SOLOSIST: Benjamin Beilman

Benjamin Beilman  Twenty-six-year-old Benjamin Beilman is recognized as one of the fastest rising stars of his generation. He has played concerts all across the United States and Europe, and has won many of the top competitions. He started taking violin lessons when he was five-years-old. His mother made sure he practiced every day. Although sometimes his practice sessions were not very long, they were absolutely every day! So playing violin became a daily habit, just like eating lunch at noon. When he was 11 or 12 he decided that playing the violin was what he wanted to do with his life. He said, “I liked doing it, I was good at it and I really thought I could make it my life goal.”

For more information, visit his website: