WEBVTT 00:30.000 --> 00:51.300 The 00:51.300 --> 01:05.300 Kindergarten, produced by WHA Television for the Wisconsin School in the Air. 01:05.300 --> 01:13.300 Our teacher is Ruth Mark. 01:13.300 --> 01:31.300 Oh, that's a good record, Taffy and Tuffy. 01:31.300 --> 01:33.300 Did you enjoy it too? 01:33.300 --> 01:35.300 That's one of Taffy's very favorites. 01:35.300 --> 01:36.300 Do you know what the name is? 01:36.300 --> 01:38.300 It's finiculae, finicula. 01:38.300 --> 01:42.300 Were you able to hum it or sing the words along with them? 01:42.300 --> 01:44.300 I'm going to play another record for you. 01:44.300 --> 01:47.300 You can listen to it and see if you recognize this one. 01:53.300 --> 01:55.300 Are you ready to listen? 02:13.300 --> 02:16.300 What was it? Did you recognize it? 02:16.300 --> 02:20.300 Of course it was finiculae, finicula. 02:20.300 --> 02:22.300 But why was it different? 02:22.300 --> 02:24.300 Was it a little bit different? 02:24.300 --> 02:30.300 Yes, in this one a piano was playing, but in the other one someone was singing. 02:30.300 --> 02:33.300 Now I have one more record that I want to play for you. 02:33.300 --> 02:35.300 And you listen to this one. 02:35.300 --> 02:45.300 Notice how carefully I put the needle down on the record? 03:06.300 --> 03:07.300 What was it? 03:07.300 --> 03:11.300 Of course, that was finiculae, finicula again, but who played that? 03:11.300 --> 03:13.300 How was the music made on that record? 03:13.300 --> 03:15.300 It was an orchestra, wasn't it? 03:15.300 --> 03:23.300 So now you've heard the same tune three times, and in many ways they were alike, but in some ways they were different. 03:23.300 --> 03:25.300 I'm going to play them again for you. 03:25.300 --> 03:29.300 But first of all, did you notice when I changed the records how I did it? 03:29.300 --> 03:34.300 How I carefully held the records way out here and didn't get my fingers in the groove? 03:34.300 --> 03:36.300 These are the grooves here. 03:36.300 --> 03:43.300 And how every time I'd bring the record and put it back in the jacket, you know why we put it in the jacket? 03:43.300 --> 03:49.300 So that we don't scratch them, and then we put the record back in a rack. 03:49.300 --> 03:51.300 Would you put a record on a chair or on the floor? 03:51.300 --> 03:59.300 Sometimes the jackets say that records are unbreakable, but that doesn't mean they're unbreakable if you put them on a chair for someone to sit on. 03:59.300 --> 04:02.300 It only means they're unbreakable if you take care of them. 04:02.300 --> 04:07.300 Now, let's listen to these three records again and see how they're different. 04:07.300 --> 04:10.300 Are you ready to listen? This is the first one you heard. 04:10.300 --> 04:22.300 Parkin' Parkin' Music sounds a far, parkin' Parkin' Music sounds a far, parkin' Music sounds a far, parkin' 04:22.300 --> 04:24.300 Now, what made the music on that record? 04:24.300 --> 04:29.300 It was someone singing, that's right, and we call that vocal music. 04:29.300 --> 04:30.300 Can you say vocal? 04:30.300 --> 04:33.300 What vocal music someone was singing? 04:33.300 --> 04:38.300 Now, I'm going to play the second one. See if you can remember how that one was played. 04:38.300 --> 04:41.300 Thank you. 04:54.300 --> 04:56.300 Any idea what that was? 04:56.300 --> 05:00.300 Do you think that this is what it was playing that music? 05:09.300 --> 05:19.300 Thank you, Mr. Vaguely, for showing us how a piano can play finicially. 05:19.300 --> 05:27.300 Boys and girls, this is Mr. Vaguely, who writes the songs that we sing on kindergarten and plays them when we sing them. 05:27.300 --> 05:31.300 Could you tell us and show us a little bit about how a piano makes music? 05:32.300 --> 05:37.300 Well, a piano is a very common instrument. I'm sure that many of the boys and girls have a piano at home, 05:37.300 --> 05:44.300 and I'm sure that many of the kindergarten rooms have a piano, and so I'm sure too that many of the boys and girls have tried a piano 05:44.300 --> 05:50.300 and know that the tone is produced by depressing these keys in the front of the piano. 05:50.300 --> 06:06.300 When a key is depressed, the mechanism of the piano, there's a felt hammer, which comes up and strikes the key, 06:06.300 --> 06:10.300 and here are the dampers. Watch the dampers rhyme. 06:10.300 --> 06:21.300 In the piano, there are the long strings down on the lower end of the piano for the real low notes, 06:21.300 --> 06:27.300 and look at how short the strings are, Mrs. Mark, up in this hand for the high note. 06:27.300 --> 06:31.300 Well, why are there so many more strings than there are keys? 06:31.300 --> 06:40.300 All four to produce a full tone body, which is rich and full, there are three strings for each note. 06:40.300 --> 06:45.300 Let me pluck each one of these strings here for this one note. 06:45.300 --> 06:48.300 See, they're all the same. 06:48.300 --> 06:52.300 And so you have three strings for all the notes in this register. 06:52.300 --> 06:55.300 Down here we have two strings for the bass notes in this register, 06:55.300 --> 07:00.300 and finally the bottom notes, because they're so large, have only one string for each note. 07:00.300 --> 07:05.300 Now I know why the record with the piano sounded so much different from the one with the song. 07:05.300 --> 07:10.300 Now, do you know what I'd like to know? I'd like to know how all the instruments make sound. 07:10.300 --> 07:14.300 Well, Mrs. Mark, that would take a great deal of time. 07:14.300 --> 07:19.300 I know there are about a hundred different players in this symphony orchestra. 07:19.300 --> 07:23.300 Well, that would take a long time. Do you think you could show us just a few? Tell us about a few of them? 07:23.300 --> 07:27.300 Well, fortunately there are only four families in this symphony orchestra. 07:27.300 --> 07:31.300 Would you like to take a look at one instrument from each of the four families? 07:31.300 --> 07:37.300 That would give us a good idea. But before we do it, let's listen to the orchestra playing our song once more. 07:39.300 --> 07:41.300 Happy? 07:57.300 --> 08:05.300 Well, here we have one instrument from each of the symphony orchestra's basic four sections. 08:05.300 --> 08:10.300 Now, the most instruments in the symphony orchestra are string instruments. 08:10.300 --> 08:16.300 And this is an example of a string instrument in the orchestra. This is the violin. 08:16.300 --> 08:25.300 Each of the string instruments in an orchestra have four different strings of the different pitches. 08:25.300 --> 08:32.300 All of them are played with a bowl. The bowl is drawn across the string in each of the instruments. 08:35.300 --> 08:39.300 And the tone is produced by the bowl being drawn across the string. 08:39.300 --> 08:42.300 Mrs. Mark, this is the smallest of the string instruments. 08:42.300 --> 08:46.300 The other ones are the viola, which is slightly larger than the violin. 08:46.300 --> 08:51.300 A cello, which is so large it can't be held under the chin, so it's held between the player's legs. 08:51.300 --> 08:55.300 And then the string bass, which is so large that they just stand it up on the floor. 08:55.300 --> 08:59.300 And the player plays it by standing up. 08:59.300 --> 09:04.300 Now, the next section or family of instruments in the orchestra are the woodwinds. 09:04.300 --> 09:10.300 As the name suggests, most of the woodwinds are made of wood. This happens to be a clarinet. 09:10.300 --> 09:16.300 And most of the instruments in a woodwind section, the tone is produced by a reed in the mouthpiece. 09:16.300 --> 09:21.300 Other instruments in a woodwind section are the flutes, while not made of wood. 09:21.300 --> 09:24.300 They used to be made of wood years ago, and now they're made of metal. 09:24.300 --> 09:29.300 But they're a woodwind, oboes, and bassoons, and maybe bass clarinets. 09:29.300 --> 09:36.300 And other instruments that are related to the oboe, the English horn, are the woodwinds in an orchestra. 09:36.300 --> 09:41.300 The next section in an orchestra are the brass. 09:41.300 --> 09:46.300 This is the brass section, in which there are trumpets, trombones, can you tell me any other? 09:46.300 --> 09:47.300 Cornette? 09:47.300 --> 09:50.300 Not in an orchestra, that cornette is a band instrument. 09:50.300 --> 09:55.300 It's much like the trumpet, it's a little shorter, but the tuba, and the French horns. 09:55.300 --> 10:02.300 And each of the brass instruments have a cut mouthpiece, and the player puts the cut mouthpiece to his lips. 10:02.300 --> 10:10.300 And in this instrument, the trumpets, the valves, they'd be pressed to change the tone to get the different instruments. 10:10.300 --> 10:13.300 And doesn't the player have to change the position of his lips? 10:13.300 --> 10:17.300 Well, he relaxes his lips if he's playing lower notes, and they get the high ones. 10:17.300 --> 10:21.300 He has to squeeze his lips or tighten his lips for the higher tone. 10:21.300 --> 10:25.300 And here we have a member of the percussion section, the last section in the orchestra. 10:25.300 --> 10:31.300 This is a snare drum, and besides snare drums we have kettle drums, or timponese they're known. 10:31.300 --> 10:35.300 Bass drum, triangle, castanets, xylophone, you know any other thing? 10:35.300 --> 10:36.300 A cymbal. 10:36.300 --> 10:40.300 A cymbal, cymbal, tambourines, many of them. 10:40.300 --> 10:47.300 Now Mrs. Mark, in a modern symphony orchestra, when you get about 60 of the strings playing together, 10:47.300 --> 10:56.300 in about 15 different woodwinds, and 15 different brass instruments, and 10 different percussion instruments playing together, 10:56.300 --> 10:58.300 it sounds something like this. 11:06.300 --> 11:15.300 Music 11:15.300 --> 11:19.300 Thank you for telling us so much about instruments in an orchestra. 11:19.300 --> 11:22.300 And you know while you were telling us this, it reminded me of a story. 11:22.300 --> 11:24.300 Would you like to listen to it with the children? 11:24.300 --> 11:26.300 I certainly would. I'll listen from the organ. 11:26.300 --> 11:31.300 Alright, and I'm going to sit down in a rocking chair and tell the children this story. 11:31.300 --> 11:38.300 The title of it is Gus the custodian's son, and it begins like this. 11:38.300 --> 11:47.300 Gus was the custodian's son, and to be the son of the custodian who kept the concert hall clean and neat was a very fine thing indeed. 11:47.300 --> 11:51.300 For it was in the concert hall that the symphony orchestra played. 11:51.300 --> 11:55.300 Gus had heard the symphony orchestra play twice. 11:55.300 --> 11:59.300 Yes he had, even though he was only six years old. 11:59.300 --> 12:04.300 Once his father had taken him to the hall in the afternoon and allowed him to sit off stage, 12:04.300 --> 12:08.300 where he could see the players but where the audience couldn't see him. 12:08.300 --> 12:12.300 And from his seat on a box Gus had heard the orchestra play, 12:12.300 --> 12:18.300 and you simply can't imagine how the sound swelled up and up and up, 12:18.300 --> 12:22.300 until Gus thought that surely the roof would tremble. 12:22.300 --> 12:24.300 It sounded like this. 12:24.300 --> 12:34.300 MUSIC 12:34.300 --> 12:37.300 You'd think the roof would tremble, wouldn't you? 12:37.300 --> 12:43.300 Well, Gus really couldn't decide whether it did or not, for he couldn't see from his seat on the box. 12:43.300 --> 12:50.300 And another time Gus's father tucked him into a seat way up in the top balcony during the matinee. 12:50.300 --> 12:55.300 The matinee is the afternoon performance, and that was the only time he could go. 12:55.300 --> 12:59.300 He had to go to bed too early to go to an evening performance. 12:59.300 --> 13:03.300 Way up there in the top balcony when the orchestra played, 13:03.300 --> 13:07.300 Gus thought that the swelling music would carry him right out of the roof with it. 13:07.300 --> 13:15.300 But it wasn't until after he was home that Gus remembered that he hadn't even looked at the roof to see if it was trembling. 13:15.300 --> 13:17.300 The music sounded like this. 13:17.300 --> 13:24.300 MUSIC 13:24.300 --> 13:27.300 And Gus looked down to the stage where the players were. 13:27.300 --> 13:34.300 You see when you look down and see a 400 people all dressed in black and white and almost swimming, 13:34.300 --> 13:37.300 or it seemed as Gus in a sea of music. 13:37.300 --> 13:41.300 Well, you can who can think of anything but that? 13:41.300 --> 13:48.300 MUSIC 13:48.300 --> 13:51.300 The lady next to him loaned Gus her opera glasses. 13:51.300 --> 13:56.300 And when he looked through them, he was startled by a man waving his arm back and forth. 13:56.300 --> 14:01.300 The man was so close that it seemed as though Gus heard only him play. 14:01.300 --> 14:14.300 MUSIC 14:14.300 --> 14:17.300 So that's a violinist Gus thought to himself. 14:17.300 --> 14:19.300 Excitedly his eyes moved on. 14:19.300 --> 14:21.300 There was a man playing a clarinet. 14:21.300 --> 14:26.300 Now the clarinet's golden tone rose above all the rest. 14:26.300 --> 14:40.300 MUSIC 14:40.300 --> 14:44.300 Later the tuba played. Oh, how wonderful to play a tuba. 14:44.300 --> 14:59.300 MUSIC 14:59.300 --> 15:05.300 In one piece the percussion section made a great stir. 15:05.300 --> 15:18.300 MUSIC 15:18.300 --> 15:25.300 In front of the whole orchestra stood the conductor, a small baton in one hand while he urged the musicians on. 15:25.300 --> 15:36.300 MUSIC 15:36.300 --> 15:42.300 The conductor's arm dropped to his sides, a great hush held the audience, 15:42.300 --> 15:47.300 and then the conductor turned and bowed low. 15:47.300 --> 15:57.300 And the audience broke forth in wild applause. Gus clapped and clapped and clapped. 15:57.300 --> 16:02.300 Everyone clapped and clapped. The conductor bowed again and again. 16:02.300 --> 16:08.300 He waved the whole orchestra to its feet. 16:08.300 --> 16:16.300 All the way home on the bus, Gus seemed to hear the rise and swell of the orchestra all mixed in with the rush of applause. 16:16.300 --> 16:21.300 Even in bed snuggled down among the covers, the sound rang in his ears. 16:21.300 --> 16:28.300 Really then it shouldn't be too much of a surprise to hear that suddenly Gus found himself in the concert hall, 16:28.300 --> 16:32.300 standing just where the conductor had stood in the afternoon. 16:32.300 --> 16:42.300 He was a little surprised, for wouldn't you have been to find that he was wearing a black coat with tails and a rather uncomfortable white shirt. 16:42.300 --> 16:47.300 In his hand was a short baton, such as the one the conductor had used. 16:47.300 --> 16:53.300 And in front of him were rows and rows of instruments. 16:53.300 --> 17:01.300 Gus didn't have time to wonder how he knew all of those instruments. He was too busy conducting. 17:01.300 --> 17:28.300 And with that Gus woke up. Now he was in his own bed, a second ago he had been somewhere else, just where Gus was too sleepy to care about. 17:28.300 --> 17:33.300 So he cuddled down and closed his eyes. 17:46.300 --> 17:49.300 Did you like that story of Gus? 17:49.300 --> 17:56.300 Do you think he was having a wonderful dream, or do you think he really got up in the middle of the night and went to the concert hall? 17:56.300 --> 17:59.300 What do you think? What do you think Mr. Vaguely? 17:59.300 --> 18:03.300 Well I'm not sure Mrs. Mark, but I'm sure of one thing it was a very exciting story. 18:03.300 --> 18:12.300 Wasn't that an exciting story? And we want to thank you so much for telling us, helping us understand so much about music and how it's made. 18:12.300 --> 18:19.300 Children Mr. Vaguely is sitting here at the organ just exactly where he does for every one of our kindergarten programs. 18:19.300 --> 18:25.300 Now when we sing our songs you're going to know just how he looks when he's playing them for us, don't you? 18:25.300 --> 18:37.300 And he's been a wonderful guest and because today we're honoring all the children with birthdays this month, I wonder if it wouldn't be a nice idea if you were able to watch him play the birthday song. Would you like to do that? 18:37.300 --> 18:46.300 All right, all of you who have birthdays this month, just the children with birthdays this month, come and sit very close to your television set. 18:47.300 --> 18:55.300 All right, and the rest of you are going to sing the birthday song with Mr. Vaguely at the organ, and I'll go and get your cake and light your candles. 18:55.300 --> 18:57.300 Are you all ready to sing with Mr. Vaguely? 18:57.300 --> 19:01.300 Here we go, boys and girls. Ready, sing. 19:01.300 --> 19:06.300 Who has a birthday? Who has a birthday? Who is a lucky he or she? 19:06.300 --> 19:10.300 Who is it who can it be? 19:10.300 --> 19:16.300 And let us sing. 19:16.300 --> 19:23.300 All right, birthday boys and birthday girls blow out your candles, blow. 19:29.300 --> 19:37.300 Happy birthday and remember children that somewhere there's a tune waiting for you to play someday. 19:40.300 --> 19:43.300 Thank you. 19:56.300 --> 20:04.300 Kindergarten is designed under the supervision of Professor David C. Davis, University of Wisconsin School of Education. 20:04.300 --> 20:09.300 Our teacher has been in Ruthmark. 20:09.300 --> 20:15.300 Production by WHA Television for the Wisconsin School of the Air. 20:39.300 --> 20:48.300 Thank you.