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Tony Vacca's World Rhythms Concert

Last changed: 06/24/2018 3:48pm
3 , 4 , 5 , 6 , 7 , 8 Music
Music Math Social Studies Science
Both Grade Level and Arts/PE Program Access
1 60 min
1 60 min
In-School Performance In-School Performance (intended for the entire grade level to experience together)
All year
$5 60
$200 2
no Email , Phone
Tony will provide all professional musical instruments (Music instruments include: djembes, gongs, drums, bells, balafon, bongos, dun-dun drums, rattles, etc.) and a sound system.

Electronic Study Guide and Resources List.
School will provide copies of the Study Guide and Resources List.
See space and set up.
School will provide a clean performance space approximately 16'x20' with access to electricity.

Tony's assembly MUST be in the same location as the mini residency in Math or Science if the school has scheduled Tony for those programs.

Please allow a 2 hour set up time and at least a 1 hour take down.
I CAN identify different instruments based on geographic locations in Africa.
I CAN participate in a call and response as an audience member.
I CAN respond to a performance and explain how meaning is conveyed through context, structure and elements.
Spectacle and Spectacular! Tony Vacca, internationally renowned percussionist and
composer, presents music performances that are visually stunning and musically simply astounding.

The program will introduce the students to Tony's instruments: the balafon and gongs,djembes, dun-dun, mbira and tama drum with some background on where they came from geographically. Tony will use the country of Senegal to demonstrate that Africa is a continent made up of countries.

This is a one hour high-energy, audience participatory music performance. Tony will call some audience members on stage to participate, and engages the audience with Call and Response. The format usually includes: a song using Tony's gongs, then moves to another song with Tony playing the balafon, from Ivory Coast, and the dun-dun. Tony will interject a spoken word piece while accompanying himself on the mbira or djembe. He plays the djembe and a drum set with Gankoqui bells, double bells, from Ghana. The rhythms may be traditional, but the lyrics and the songs are Tony's.

The program touches on Global citizenship, Geography, African traditions including griots and music rhythms and the paths they have taken to get to us.

Tony loves working with students of all ages and abilities and has been for over 30 years.

We're offering this performance at the continued request of faculty who have wanted Tony to remain after his hands-on Math of Rhythm or Science of Sound workshops and perform for them and their students. Participation in the workshops is not required to appreciate Tony's professional music ability and performance skills.
Spectacle and Spectacular! Tony Vacca, internationally renowned percussionist and
composer, presents music performances that are visually stunning and musically simply astounding.

The program will introduce the students to Tony's instruments: the balafon and gongs,djembes, dun-dun, mbira and tama drum with some background on where they came from geographically. Tony will use the country of Senegal to demonstrate that Africa is a continent made up of countries.

This is a one hour high-energy, audience participatory music performance. Tony will call some audience members on stage to participate, and engages the audience with Call and Response. The format usually includes: a song using Tony's gongs, then moves to another song with Tony playing the balafon, from Ivory Coast, and the dun-dun. Tony will interject a spoken word piece while accompanying himself on the mbira or djembe. He plays the djembe and a drum set with Gankoqui bells, double bells, from Ghana. The rhythms may be traditional, but the lyrics and the songs are Tony's.

The program touches on Global citizenship, Geography, African traditions including griots and music rhythms and the paths they have taken to get to us.

Tony loves working with students of all ages and abilities and has been for over 30 years.

We're offering this performance at the continued request of faculty who have wanted Tony to remain after his hands-on Math of Rhythm or Science of Sound workshops and perform for them and their students. Participation in the workshops is not required to appreciate Tony's professional music ability and performance skills.
Yes, we can invite a small number of parents to help us load in or load out.
Please call

Grade 3

Grade 3: Geographic Representations: Spatial Views of the World GEO 3.1 Construct maps and other graphic representations of both familiar and unfamiliar places.
GEO 3.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
MUSIC: Anchor Standard 6: Convey meaning through the presentation of artistic work. mu:pr6.1.3 B Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
MUSIC: Anchor Standard 7: Perceive and analyze artistic work. mu:Re7.1.3 A Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Grade 4

Grade 4 Geographic Representations: Spatial Views of the World GEO 4.1 Construct maps and other graphic representations of both familiar and unfamiliar places.
GEO 4.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics
MUSIC: Anchor Standard 6: Convey meaning through the presentation of artistic work. mu:pr6.1.4 B Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
MUSIC: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. cn: 10.1.4 A Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing or responding to music.

Grade 5

Grade 5 Geographic Representations: Spatial Views of the World GEO 5.1 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
MUSIC: Anchor Standard 6: Convey meaning through the presentation of artistic work. mu:Pr6.1.5 B Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural and historical).
MUSIC: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. cn10.1.5 A Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing or responding to music.

Grade 6

Grade 6-7 Primary Discipline: Geography: Main Concept: Global Interconnections GEO 6–7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 6-7: Primary Discipline: Geography: Main Concept: Human-Environment Interaction: Places, Regions, and Culture GEO 6–7.4: Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Music: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding MU:Pr4.2.7c Identify how cultural and historical context inform performance and results in different music interpretations.
MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods

Grade 7

Grade 6-7 Primary Discipline: Geography: Main Concept: Global Interconnections GEO 6–7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 6-7: Primary Discipline: Geography: Main Concept: Human-Environment Interaction: Places, Regions, and Culture GEO 6–7.4: Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Music: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding MU:Pr4.2.7c Identify how cultural and historical context inform performance and results in different music interpretations. MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context .
MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods

Grade 8

Grade 8 Geographic Representations: Spatial Views of the World GEO 8.1 Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics. Human-Environment Interaction: Places, Regions, and Culture
GEO 8.2 Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places. Grade 8
MUSIC: Anchor Standard 6: Convey meaning through the presentation of artistic work. mu:pr6.1.8 B Demonstrate performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, purpose, and context.
MUSIC: Anchor Standard 4: mu: pr 4.2.8 C. Identity how cultural and historical context inform performances and result in different musical effects.
Get to Know Our Arts Provider:

Tony Vacca

http://arts-are-essential.org