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Executive Editor
Overture Center for the Arts fills a city block in downtown Madison with
world-class venues for the performing and visual arts. Made possible by an
extraordinary gift from Madison businessman W. Jerome Frautschi, the
center presents the highest-quality arts and entertainment programming in
a wide variety of disciplines for diverse audiences. Offerings include
performances by acclaimed classical, jazz, pop, and folk performers; touring
Broadway musicals; quality children’s entertainment; and world-class ballet,
modern and jazz dance. Overture Center’s extensive outreach and
educational programs serve thousands of Madison-area residents annually,
including youth, older adults, people with limited financial resources and
people with disabilities. The center is also home to ten independent
resident organizations.
Internationally renowned architect Cesar Pelli designed the center to
provide the best possible environment for artists and audiences, as well as
to complement Madison’s urban environment. Performance spaces range
from the spectacular 2,250-seat Overture Hall to the casual and intimate
Rotunda Stage. The renovated Capitol Theater seats approximately 1,110,
and The Playhouse seats 350. In addition, three multi-purpose spaces
provide flexible performance, meeting and rehearsal facilities. Overture
Center also features several art exhibit spaces. Overture Galleries I, II and
III display works by Dane County artists. The Playhouse Gallery features
regional artists with an emphasis on collaborations with local organizations.
The Wisconsin Academy of Sciences, Arts and Letters’ Watrous Gallery
displays works by Wisconsin artists, and the Madison Museum of
Contemporary Art offers works by national and international artists.
Beth Racette
Dear Teachers,
In this resource guide, you will find valuable information that will help
you apply your academic goals to your students’ performance
experience. We have included suggestions for activities that can help
you prepare students to see this performance, ideas for follow-up
activities and additional resources you can access on the web. Along
with these activities and resources, we’ve also included the applicable
Wisconsin Academic Standards in order to help you align the
experience with your curriculum requirements.
This Educator’s Resources Guide for this Onstage performance of
The UW Varsity Band is designed to:
• Extend the scholastic impact of the performance by providing
discussion ideas, activities and further reading that promote
learning across the curriculum;
• Promote arts literacy by expanding students’ knowledge of
music, dance, storytelling and theatre;
• Illustrate that the arts are a legacy reflecting the values,
custom, beliefs, expressions and reflections of a culture;
• Use the arts to teach about the cultures of other people and
to celebrate students’ over heritage thorough self-reflection;
• Maximize students’ enjoyment and appreciation of the
We hope this performance and the suggestions in this resource guide
will provide you and your students opportunities to apply art learning
in your curricula, expanding it in new and enriching ways.
Enjoy the Show!
Overture Center Department of Education
& Community Engagement
Table Of Contents
We Want Your Feedback!
OnStage performances can be
evaluated online! Evaluations are vital
to the future and funding of this
program. Your feedback educates us
about the ways the program is utilized
and we often implement your
suggestions. CLICK HERE to fill out an
evaluation. We look forward to hearing
from you.
History of the Wisconsin Band ………………………………………………1-2
OnStage Program………………………………………………………………….3
About the Varsity Band
The Band………………………………………………………….………..4
The Director………………………………………………………….……4
The Musicians………………………………………………………….…4
The Instruments………………………………………………………….5
The Arrangements ……………………………………………………..5
Seating Chart………………………………………………………….….6
Song Lyrics………………………………………………………….……..9
Types of Music to be Played………………………………………..9
Music History Timeline………………………………………………………….…7
Things to Watch and Listen For………………………………………………10
Learning Activities………………………………………………………….……….11
Interdisciplinary Connections and Additional Resources…………….13
WI Academic Standards………………………………………………………….14
Theater Etiquette………………………………………………………….………..15
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History of the University of Wisconsin
Marching and Varsity Bands
The first band was created: The Wisconsin Regimental
Band. It was formed as a fife and drum corps to play for
Battalion drills. The band roster held 11 names.
The band journeyed to San Francisco for their first trip.
The band roster held about 100 names by this time.
First known photo of the UW Band 1885-86
Edson Morphy divided the band into two groups – a Concert
Band and a Marching Band. Membership numbers rose because
of a regulation that stated “male students must choose physical
training, military training, or Band.”
Ray Dvorak was hired as Director of Bands – his reign would last for over
thirty years! Dvorak founded the tradition of playing “Varsity” at games,
along with many innovations in marching band techniques.
Dvorak lost his right arm, damaged his left leg and was severely burned
in a train/auto accident. Dvorak took a two-year leave, and after much
rehabilitation returned to the podium in 1950.
1960 or 1963
Wisconsin won appearances in the Rose Bowl
three times in ten years.
Mike Leckrone was hired as Director of the Marching
Band (100 members at the time). The Varsity Band was
also created to play for basketball and hockey games
in the winter (27 members in the first Varsity Band).
The first women were accepted into the Marching Band.
The first Varsity Band concert was performed at Mills Hall –
450 people attended. Marching Band members numbered
204 this year. Leckrone was also appointed Director of
The Fifth Quarter became a tradition at Wisconsin football
The Varsity Band Concert at the Fieldhouse sold
out for the very first time.
The Wisconsin Band was crowned the #1 band
in the nation.
The band program continues to expand. The Varsity Band
concerts at the Kohl Center sell out every year. Over 450
students audition for the Wisconsin Marching Band annually –
only 300 are chosen. The Marching Band and Varsity Band
regularly perform at Camp Randall, the Kohl Center and
Lambeau Field, and have recently been showcased at the Rose
Bowl and the Final Four Basketball Tournament.
UW Band
OnStage Program
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About the Varsity Band
and the Concert
the varsity band
Varsity Band consists of members of the
T heMarching
Band who wish to perform at
hockey and basketball games. It rehearses once
a week after the conclusion of the football season.
The Varsity Band has around 250 members. You
will see fewer than this at the Overture Center
concert for two reasons: First, some of them may
have classes that conflict with the concert time.
Also, the Overture Hall stage, although it is very
large, will not accommodate that many players.
michael leckrone
director of bands, director of the marching band
native of Indiana, Mr. Leckrone received his Bachelor and Master
of Music degrees from Butler University in Indianapolis and has
continued his studies at the doctoral level at Indiana University. Before
coming to Wisconsin he taught at his alma mater, where he developed
one of the finest marching bands in the Midwest. He is in constant
demand as a clinician, guest conductor and adjudicator throughout the
United States and Canada, and his experience also includes considerable
professional work as an arranger, composer and performer.
Michael Leckrone
conducting the band
the musicians
are about 250 University of
T here
Wisconsin students between the ages
of 18 and 22 in the Varsity Band every
year. They each play for a certain number
of events each season. An interesting fact:
Only about three percent of the Varsity
Band members are music majors! Varsity
Band is a great way for non-music majors
who enjoy music to be a part of the program and keep playing.
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the instruments
seating chart on
I ftheyounextstudypage,theyou
can see
the frumpet is a French
horn that has been specially
adapted for marching bands.
where the different sections of
instruments are located and what
they look like. Since the Varsity
Band is made up of musicians from
the Marching Band, it has a few
rather unusual instruments in it.
Three in particular include:
the flugelhorn is also a member
of the trumpet family, but it is larger
than a standard trumpet.
the euphonium is a
member of the tuba family
that plays in a higher range.
The other tubas in the band
are shaped so that they can
be carried by a player who
is marching.
Notice that the band is missing some
instruments from the woodwind family
(oboes, bassoons, baritone saxophones
and flutes). Most of the instruments
are brasses, which give the band its
powerful, “brilliant” sound.
You will also notice no color guard
or flags in the performance. The UW
Marching Band is strictly horns and
drums. The focus is on the music. The
cymbals provide the visual “sparkle.”
the arrangements
ecause of the band’s unusual instruments,
it is necessary to write special arrangements for it. What is arranging? Let’s say you
wanted to have the band play your favorite
rock song. You would need to decide which
instruments could play what parts of the
music. For example, you could start by giving
the melody to the trumpets, the accompanying
harmony to the trombones and a strong rock
rhythm to the drums. In different parts of the
music, you would want to arrange things differently, so that the overall sound of the band
would stay interesting from the beginning of
the song to the end.
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UW Varsity Band Seating Chart
8 Euphon
25 3rd Tr
16 Frump
25 Tromb
16 Tubas
8 Eupho
30 1st Trumpets
15 2nd T
8 Flugelhorns
10 2nd T
4 Tenor Saxophones
4 Drummers
20 Clarin
25 Trom
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Music His
Time L
UW Varsity SG
Senegales, Yoruba,
Dahomeans, Ashantis
drums and rhythms,
call and response
form, religious music
Marvi n
Work Songs and Field
Motown • British Rock’n’Roll Invasion • Free Jazz
The Beatles
The Rolling Stones
Marvin Gaye
Stevie Wonder
The Supremes
Ornette Coleman
John Coltrane
Swing Big Bands • S
Count B a
Rock’n’Roll • Hard Bop • Cool Jazz
Lennie Tristano
Chet Baker
Miles Davis
es Davis
ddy olly
Buddy Holly and the Crickets Jimmy Smith
Bill Haley and the Comets
Lee Morgan
Horace Silver
Count Basie
Duke Ellington
Glenn Miller
Dixieland Revival /Traditional Jazz • Bebop
New Orleans Rhythm Kings
Charlie “Bird” Pa
Dizzy Gillespie
Bud Powell
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c History
me Line
Spanish, English
folk music, quadrilles,
military bands,
western harmony,
classical piano tradition
and Field Hollers
Ragtime • Country/Rural Blues
Scott Joplin
James Scott
Charlie Patton
Huddie “Leadbelly” Ledbetter
Stride Piano
Art Tatum
James P. Johnson
Art Tat
Scott Jo
Bands • Swing Combos/Small Groups
Joe “King” Oliver, King Oliver’s Creole Band
Jelly Roll Morton and the Red Hot Peppers
The Original Dixieland Jazz Band
Roll orton
City Blues • Symphonic Jazz
Ma Rainey
Bessie Smith
ie Smith
lie “Bird” Parker
izzy Gillespie
Bud Powell
New Orleans Jazz
Benny Goodman
Louis Armstrong
Teddy Wilson
Paul Whiteman
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On Wisconsin
On, Wisconsin!
On, Wisconsin!
Plunge right through that line!
Run the ball clear down the field,
A touchdown sure this time.
On, Wisconsin!
On, Wisconsin!
Fight on for her fame,
Fight! Fellows!
Fight, fight, fight!
We’ll win this game.
On, Wisconsin!
On, Wisconsin!
Stand up, Badgers, sing!
“Forward” is our driving spirit,
Loyal voices ring.
On, Wisconsin!
On, Wisconsin!
Raise her glowing flame.
Stand, Fellows,
Let us now
Salute her name!
Varsity —
the Wisconsin Alma Mater
Varsity! Varsity!
U-rah-rah! Wisconsin,
Praise to thee we sing!
Praise to thee, our Alma Mater,
U-rah-rah! Wisconsin!
If You Want to Be a Badger
If you want to be a Badger,
Just come along with me,
By the bright shining light,
By the light of the moon;
If you want to be a Badger,
Just come along with me,
By the bright shining light
of the moon.
By the light of the moon,
By the light of the moon,
By the bright shining light,
By the light of the moon.
If you want to be a Badger,
Just come along with me,
By the light of the moon.
types of music to be played
m UW Pep/Fight Songs – these are songs that are specific
to the University of Wisconsin and used to energize the
crowd at special events. Examples are the school song
(“On Wisconsin”), the Alma Mater (“Varsity”) and “spirit”
songs like “If You Want to be a Badger.” Do you know the
words to these songs? The words are printed at the left.
m Big Band/Jazz Music – This music is the original dance
band swing music from the 30s and 40s. There were
hundreds of big bands playing at dance halls across the
country, each consisting of 10 to 25 musicians. The most
famous bands included those of Glenn Miller, Count Basie,
Duke Ellington and Benny Goodman. Swing music has
also experienced a “rebirth” in the past ten years. Expect
to hear well-known tunes like “In the Mood” and “Take
the A-Train.”
m Rock and Roll Music – In the 1950s, a new type of
music developed from a combination of two styles –
“Rhythm and Blues,” and “Country and Western.” It
combined the 12-bar blues form with a simpler beat and
became known as “Rock and Roll.” Some popular tunes
you should listen for are: “The Hey Song,” “Tequila,” “I
Got You (I Feel Good),” and “Hey, Baby.”
m Music from Broadway Musicals – Musicals are plays,
normally humorous, with a simple plot, music, dancing
and dialogue. The showplace for musicals is New York
City’s Broadway – an area of the city that houses theaters
on every block and employs the world’s most talented
actors and singers. The UW Varsity Band plays excerpts
from one or several musicals each season. Check the
OnStage program on page 3 to find out what this year’s
musical is.
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Things to Watch and Listen For
m Spotlight – what or who does it light up?
m Bucky Badger – he shows up at every performance!
m Cymbal Techniques – the cymbals in the Varsity Band add a special visual element to the
performance. In addition to crashing the cymbals together, what else do the cymbal players do
with them?
m The lights change with the music – do they react to the beat of the song, or are they
just different with each song? How do they enhance the songs? Do they add excitement and
m Microphones – can you find the microphones on the drum set, above the tubas and hanging
over the band? Why would the band need to be amplified?
m Dynamics – how does the conductor show the band when to play louder or quieter? Does the
band follow his cues?
m Conducting Patterns – The conductor also uses special conducting patterns to show the band
where the beat of the music is. The band is often spread out, and it is difficult to hear the other
players. Each musician watches the conductor’s hand patterns to stay together. This way each
musician has a focal point and they all are on the same beat. Three of the most common conducting patterns are below. Try them in class and see if you can spot the conductor using them.
4-beat pattern
2-beat (cut time) pattern
3-beat pattern
m Arrangements – How are the Varsity Band arrangements you hear at the concert different from
the original versions of the songs that you might hear on the radio? How does music originally
written for a rock band with guitars and vocals change when it’s arranged for a marching band?
What original instruments are NOT used in the arrangement? (Guitars, vocals, keyboard, etc..)
Which instruments cover these parts? How does it change the sound of the song?
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m Wisconsin Pride Projects –
before the performance, create
and display room decorations
that show your class’s Wisconsin
school spirit. Use the Wisconsin
“W” on the following page as a template to decorate, or create your own UW symbol. (Art and
Design Standard C.4.1: Develop basic skills to produce quality art)
m Interview your school’s band/music teacher to find out about your school’s music
program. After the concert, compare and contrast it to the UW Band. Are any of the practices
the same? Does your school have a pep band? Do they have any traditions or special “fight”
songs? What are the words to your school song? Make a poster with the words on it and hang it
in your classroom. (English and Language Arts Standard F.4.1: Orally communicate information, opinions, and
ideas effectively to different audiences for a variety of purposes)
m Evaluate the performance – write a critique for the school paper. Study examples of local
concert or CD reviews from your local paper to get ideas about the type of things to write
about. Some topics to start with:
• Quality of the sound – does the band sound loud and harsh? Do any instruments “stick
out” in the sound more than others? If so, the band’s balance may be off. Are there any
wrong notes played, or are there any players “off” the beat and not playing together? Or
are all of these things done quite well?
• Visual aspects of the concert – As you watch the concert, are all of the “horn moves”
together, or are they sloppy? Is the band in straight lines when they march in? Can you
see the discipline in the group in the way they look? Watch for the special effects – do
they add to the performance, or distract from it? Does the Director have a special
“visual” role in the concert? How is he dressed?
• Overall entertainment value – As you look around during the concert, is the crowd
enjoying it? Are they participating? Would you recommend this concert to another
person your own age?
• Give the concert an overall rating, just like movie reviews. Use a “four star” system with
four stars being the best. Your comments on the above factors should be reflected in
your rating.
(English and Language Arts Standard B.4.1: Create or produce writing to communicate with different audiences for
a variety of purposes, and Standard E.4.3: Create media products appropriate to audience and purpose.)
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m Research the history of your favorite instrument. When was it invented? Who played it? How was
it used? What else was going on in history at that time? Did it look different than it does now?
Collect pictures and information and present a report to your class. Doing this project in a group
works best to divide up the work. (English and Language Arts Standard F.4.1: Conduct research and inquiry
on self-selected or assigned topics, issues or problems and use an appropriate form to communicate their findings.)
m The UW Band often uses videos to enhance their performance. Explore how a video is
produced and make a class video about a certain project, subject or daily life. Can this video be
shown behind a presentation to enhance it, just like the band does? (English and Language Arts
Standard F.8.6: Create media works with a range of media techniques).
physical education
m Have your students choreograph a dance to one of the songs listed in the study guide, and
perform the dance along with a UW Band recording of the song. (Dance Standard D1: Create a
sequence with a beginning, middle, and an end, with and without rhythmic accompaniment.)
The books, video and recordings are available from the UW Band Office or the University of
Wisconsin Bookstore.
Songs to Thee Wisconsin: 110 Years , The
University of Wisconsin Bands. Edited by Michael
Leckrone. University of Wisconsin 1995.
“March On, Wisconsin” – a documentary of the
1999-2000 band season and Rose Bowl
recordings –
both cd and tape
The Fifth Quarter
Badger Bandstand
Electric Tailgate CD
The Varsity Band in Concert – 2001/2002 season.
www.wisc.edu/band - the UW Band homepage
www.menc.org - MENC National Association for
Music Education
www.wsmamusic.com - the Wisconsin School
Music Association
Wisconsin Academic Standards
F.4.3 Demonstrate perceptual skills by listening to, answering questions about, and describing music of various styles
representing diverse cultures
F.4.5 Identify the sounds of a variety of instruments, including many orchestra and band instruments
F.8.3 Analyze and compare the use of the elements of music upon listening to examples representing diverse genres
and cultures
F.8.2 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic
progressions and their application in analyzing written and/or aural examples of music
G.4.3 Evaluate the quality of their own and others’ performances and offer constructive suggestions for improvement
I.4.1 Demonstrate audience behavior appropriate for the context and style of music performed
B.4.2 Use a timeline to select, organize, and sequence information describing eras in history
B.8.7 Identify significant events and people in the major eras of United States and world history
E.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions
of culture and how they convey knowledge of other peoples and cultures
E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people
E.8.13 Select examples of artistic expressions from several different cultures for the purpose of comparing and
contrasting the beliefs expressed
F.4.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an appropriate
form to communicate their findings
F.8.6 Create media works with a range of media techniques
4.1. a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse
partners, building on others’ ideas and expressing their own clearly
8.2.a Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
(Audience Tips)
Theater, unlike movies or television, is a LIVE
performance. This means that the action unfolds right
in front of an audience, and the performance is
constantly evolving. The artists respond to the
audience’s laughter, clapping, gasps and general
reactions. Therefore, the audience is a critical part of
the theater experience. In fact, without you in the
audience, the artists would still be in rehearsal!
Find Your Seat
When the performance is about to begin, the lights will dim. This is
a signal for the artists and the audience to put aside conversations. Settle into your seat and
get ready to enjoy the show!
Be sure to use the
restroom before the
show begins.
Look and Listen
There is so much to hear (dialogue, music, sound effects) and so much to see (costumes, props, set design,
lighting) in this performance. Pay close attention to the artists onstage. Unlike videos, you cannot rewind if you miss
You are sharing this
performance space with the
artists and other audience
Your considerate behavior
allows everyone to enjoy a
positive theater experience.
Energy and Focus
Artists use concentration to focus their energy during a performance. The
audience gives energy to the artist, who uses that energy to give life to the
performance. Help the artists focus that energy. They can feel that you are
with them!
Talking to neighbors (even whispering) can easily distract the artists onstage.
They approach their audiences with respect, and expect the same from you
in return. Help the artists concentrate with your attention.
Laugh Out Loud
If something is funny, it’s good to laugh. If you like something a
lot, applaud. Artists are thrilled when the audience is engaged and
responsive. They want you to laugh, cheer, clap and really enjoy
your time at the theater.
Discover New Worlds
Attending a live performance is a time to sit back and look
inward, and question what is being presented to you. Be curious
about new worlds, experience new ideas, and discover people and
lives previously unknown to you. Your open mind, curiosity, and
respect will allow a whole other world to unfold right before your
Please, don’t feed the audience.
Food is not allowed in the theater. Soda
and snacks are noisy and distracting to
both the artists and audience.
Please turn off all cell phones and other
electronics before the performance.
Photographs and recording devices are
strictly prohibited.
American Girl’s Fund for Children
Funding for this resource guide and the OnStage Performing Arts Series for Students is provided by
a generous grant from American Girl’s Fund for Children, a philanthropic foundation created to
support programs and services for school-age children in Dane County. Since its founding in 1992,
American Girl’s Fund for Children has supported programs in the arts, culture, and environment.
Additional funding provided by the DeAtley Family Foundation, Teresa Welch and Nancy Barklage, The A. Paul Jones Charitable Trust, the
Wisconsin Arts Board, and by contributions to Overture Center for the Arts. Learn how you can help make arts experiences real for hundreds
of thousands of people in the greater Madison area at at overturecenter.org/about/support.
© 2014/15 Overture Center for the Arts
201 State Street, Madison, WI 53703 | 608.258.4165
[email protected] | overturecenter.com