THREE SHOW CONCEPTS

Please create three shows that you would like to propose for your program.
Include the following information for each selection/tune (cut and paste as
needed):

TITLE
Fire
ARRANGER/COMPOSER
LENGTH (estimated)
Dances (ballet, tango)
Fast-paced
STYLE/DESCRIPTION Moderate with Ballad
 Genre
 Musical Style
 Tempi

Low brass section feature in Firebird

SOLO/SECTION Sax/mellophone
FEATURES feature/melody/countermelody in
 Solo/Soli Libertango
 Features Trombone feature in Girl on Fire
 Melody Trumpet solo in Light ‘em Up
 Countermelody

Rhythm/pulse/articulation in Firebird
Rhythm/pulse/phrasing/articulation in
MUSICAL CONCEPTS Libertango
 Dynamics Intonantion and Balance in Girl on Fire
 Phrasing Phrasing in Light ‘em Up
 Rhythm/Pulse
 Intonation/Balance
 Articulation

Contrary motion in marching

Dance numbers with the guard
VISUAL CONCEPTS Fire baton?
 Drill Design/Pictures Red/orange tarp and color guard
 Movement uniforms
 Colors Fire backdrops and set design
 Guard Ideas
 Props
SHOW #1
CONCEPT/THEME: Fire

MUSIC SELECTIONS:
Include titles, composers and arrangers (if applicable)
The Firebird Suite: Infernal Dance by Igor Stravinsky
Libertango by Astor Piazzolla
Girl on Fire by Alicia Keys
My Songs Know What You Did in the Dark (Light ‘em Up) by Fall Out Boy

JUSTIFICATION / EDUCATIONAL VALUE:

Briefly address benefits the music will have for the students and ties to curriculum
I picked the suite from “Firebird” for its difficulty and energy. The piece would be difficult
to play and march to, but nonetheless it would be a good challenge for them. I would
imagine the students would find this piece interesting and enjoyable to play. The piece
also provides them exposure to significant composers such as Stravinsky, to their style
of music and historical context. I chose “Libertango” for the cultural exposure, the
students will have the opportunity to play different types of music such as the tango, and
it would also work in a marching band setting. Both pieces are enjoyable to play and
listen to. I picked “Girl on Fire” because I wanted a ballad that was popular among the
students and the audience, but still musically interesting. For the last song I chose “My
Songs Know What You Did in the Dark.” It’s a great closer and a big crowd pleaser. I
played an arrangement of this in my HS band and it was a favorite among everyone. This
entire show is meant to value multiple types of music through a combination of
orchestral/instrumental favorites and popular songs.

COLORS/VISUAL DESIGN ELEMENTS:

Includes colors for visual presentation (flags), prop ideas (if any), or other visual
concepts.

The color guard would be heavily involved. There would be opportunities for them to
choreograph extensive dance numbers with fire themed flags and uniforms. Especially
with the first two numbers where Firebird is originally a ballet and Libertango is a tango.
The students would be able to expand their creativity with what type of choreography
they would use for these pieces. We could use a red or orange tarp and have backdrops
with fire-like designs.
Include the following information for each musical selection (cut and paste as
needed):

TITLE
The Other Side of the
States
ARRANGER/COMPOSER
LENGTH (estimated)

Jazz/classical
STYLE/DESCRIPTION Latin/Salsa
 Genre Rap/Hip-hop
 Musical Style
 Tempi

Clarinet Solo in Rhapsody in Blue

SOLO/SECTION Trombone feature in Idilio
FEATURES Trumpet Solo in All We Got
 Solo/Soli Low Bass (tuba, trombone, baritone)
 Features feature in All We got
 Melody
 Countermelody

Rhythm/Pulse in all the song selections

(especially in America and Idilio)
MUSICAL CONCEPTS Articulation in America and in All We Got
 Dynamics
 Phrasing
 Rhythm/Pulse
 Intonation/Balance
 Articulation

Dance feature in America

Electronic backtrack in All We Got
Cityscape backdrop
VISUAL CONCEPTS
 Drill Design/Pictures
 Movement
 Colors
 Guard Ideas
 Props
SHOW #2

CONCEPT/THEME: The Other Side of the States

MUSIC SELECTIONS:
Include titles, composers and arrangers (if applicable)
Rhapsody in Blue by George Gershwin
“America” from West Side Story by Leonard Bernstein
Idilio by Willie Colon
All We Got by Chance the Rapper

JUSTIFICATION / EDUCATIONAL VALUE:

Briefly address benefits the music will have for the students and ties to curriculum
I wanted to do something a little bold and that made a statement. The title, “The Other
Side the States,” is the side of the United States that one wouldn’t usually think as the
“most American,” although the song selections I’ve chosen include very real concepts
that lie with American lifestyle. “Rhapsody in Blue” signifies the diverse and busy
lifestyle of American cities. “America” from West Side Story is about immigration and
their gratitude (and un-gratitude) with moving to America. “Idilio” is a salsa staple by a
Puerto Rico-American musician, Willie Colon, from New York. Also, the musical genre
“salsa” originates from the United States (NYC to be more specific). The show ends with
“All We Got,” a rap song if you’ve never heard it. All the songs signifying a group of
people and culture that is very real and true to the American image. The whole show is
meant to diversity the group and expose them to ideas and concepts different from their
own

COLORS/VISUAL DESIGN ELEMENTS:

Includes colors for visual presentation (flags), prop ideas (if any), or other visual
concepts.
The main colors of the show would be black and blue. In the Latin influenced songs such
as “America” and “Idilio,” the drill could do a lot of abrupt direction changes to
emphasize the syncopations. In “America,” the color guard would have a dance/guard
feature.
Include the following information for each musical selection (cut and paste as
needed):

TITLE
And the Adventure
Begins
ARRANGER/COMPOSER
LENGTH (estimated)

Classical
STYLE/DESCRIPTION Film/Soundtrack
 Genre Psychedelic Rock
 Musical Style
 Tempi

Clarinet or Trumpet solo in opening of

SOLO/SECTION The Hobbit
FEATURES Woodwind feature in The Hobbit with
 Solo/Soli Mellophone as countermelody
 Features Low brass features in Rite of Spring
 Melody Clarinet/Bass Clarinet solo in Rite of
 Countermelody Spring (or Trumpet and Tuba)

Dynamics in Pines of Rome

MUSICAL CONCEPTS Rhythm/Pulse in A Day in the Life and
 Dynamics Rite of Spring
 Phrasing Intonation/Balance in Pines of Rome and
 Rhythm/Pulse The Hobbit
 Intonation/Balance Articulation in Rite of Spring
 Articulation

Double/half time marching

Dance features (ballet oriented) in Rite of
VISUAL CONCEPTS Spring (aggression) and Pines of Rome
 Drill Design/Pictures (grace)
  Movement Main colors are green and blue
 Colors
 Guard Ideas
 Props

SHOW #3

CONCEPT/THEME: Journeys/Adventures/Destinations

MUSIC SELECTIONS:
Include titles, composers and arrangers (if applicable)
“The Adventure Begins” from the Hobbit
“A Day in the Life” by The Beatles
“Spring Rounds” from Rite of Spring by Igor Stravinsky
“Pines of Rome: IV mvt” by Ottorino Respighi

JUSTIFICATION / EDUCATIONAL VALUE:

Briefly address benefits the music will have for the students and ties to curriculum
On the surface, the music selections may come across as incoherent or random.
However, they serve a purpose in telling the story we want to portray in our show
through a programmatic concept. The first piece states that we’re young and hopeful
when we start our journey. It transitions to “A Day in the Life” by The Beatles, in which
the song describes happiness and sadness in everyday life. The song can also teach
musical changes such as dissonant chords, time changes, and polyrhythms.
Sophisticated musical concepts can be found in pop songs as well (especially in songs by
The Beatles). Transitioning from this to “Rite of Spring: Spring Rounds” will be
interesting. The purpose of this orchestral is to portray the struggle, conflict, and trial in
our journey. This piece expands even more from the musical concepts we find in “A Day
in the Life” (dissonance, polyrhythms and polytonalities). The last movement from Pines
of Rome will signify the victorious achievement and survival of our adventure.

COLORS/VISUAL DESIGN ELEMENTS:

Includes colors for visual presentation (flags), prop ideas (if any), or other visual
concepts.
To emphasize the polyrhythms in the music, certain parts of the band would be marching
in double time while the other parts are marching in half time. There will be a lot of
sporadic movement especially in “Rite of Spring.” It will the liveliest, most complex of all
the selections, exerting a lot of focus and energy from the band and color guard.