NarratorDr. Mario Livio Music byPhilip Glass and David Henry Hwang

Conductor Ken
Narrator Dr.
Lam
Mario Livio
Music by Philip
Glass
Based on the book by Brian
Greene
Narrative adapted by Brian
Greene
and David Henry Hwang
Film created and directed by AL
and AL
Icarus at the Edge of Time
October 28, 2015 (for 4 -6 grades)
th
th
10:00 & 11:30 am
October 29, 2015 (for 4 -6 grades)
th
th
10:00 & 11:30 am
October 30, 2015 (for 9 -12 grades)
th
10:00 & 11:30 am
th
Table of Contents
Welcome Letter, Teachers’ Guide Information ………………………….… 1
Icarus at the Edge of Time: Snapshot for Teachers and Students ..…. 3
Orbit One: You’re a Constellation …………………………………………….. 10
Music, STEAM
Orbit Two: Capturing Space in Time …..………………………………..…… 12
Visual Arts, STEAM
Orbit Three: Movement Games …..……………………………………………. 14
Drama, STEAM
Orbit Four: Future Civilizations …..………..…………………………………… 16
English & Language Arts, History, Visual Arts & Drama
Orbit Five: Black Holes …..……………………………………………………….. 19
STEAM
Orbit Six: Feats of Flight …..………………………………………………………. 21
History, STEAM
High School Orbit: Old Themes, New Stories ………………………...…. 22
English & Language Arts, History, Music, STEAM
Centennial Activities ……………………….….………………………………..….. 28
Special Thanks ……………………………………..……………………….….…….. 34
Welcome to the BSO Midweeks!
On behalf of Associate Conductor for Education, Ken Lam, the members of the Baltimore
Symphony Orchestra, and the BSO Education Department, I am delighted to welcome you to our
2015-2016 Midweek Concert Series. This season we celebrate the BSO Centennial: 100 years of
extraordinary orchestral music in Baltimore. With the BSO Midweek Concert series as the longest
running education initiative at the BSO (running since February 16, 1924), and the first regular
educational concert series of any orchestra in the country, we are thrilled to have you join us to
celebrate this momentous occasion here at the Joseph Meyerhoff Symphony Hall.
This Centennial Midweek Concert Season we present four concert themes: two for younger
students (The Polar Express and Peter and the Wolf) and two for older students (Icarus at the Edge
of Time and All About Sports). For the first time ever in the history of the BSO we are offering
concerts for High School Students with special presentations of Icarus at the Edge of Time.
Two of these concert themes have been hand selected for this season especially to celebrate our
Centennial. Icarus at the Edge of Time celebrates you, our future audiences, and our exciting new
Arts-Integrated, STEAM-Activated approach to relevant, interactive and interconnected concerts.
Peter and the Wolf then celebrates the BSO’s tradition of bringing live music to student audiences,
with Prokofiev’s timeless tale and engaging music.
About this Guide
On the next pages you will find the Icarus at the Edge of Time Teachers’ Guide, written by a highly
skilled group of Maryland educators with specialism in music, drama, science, English/Language
Arts and visual arts, led by extraordinary curriculum writer and editor, Richard McCready.
At the start of the guide is a “Snapshot” of your concert experience. This will give you a sense of
what to expect in the concert, along with some thoughts about the various curricular connections,
and music we suggest you experience in the classroom before the performance. This is also where
you can find the listing of all the specific curriculum standards that are supported by the concert
and by the activities.
Beyond the Snapshot pages you will find a variety of activities, organized as “Orbits” to signify the
various directions that you can explore in order to prepare for this concert. Each Orbit may be
used in whichever order you wish. We have also highlighted the various cross-curricular links that
align with each Orbit so that you may jump to areas that are of particular interest to you and your
students. We hope that your students try at least one prior to coming to the concert so that they
can make the most of their live experience at the Meyerhoff.
Each activity is written to the student and encourages their natural sense of creativity and
exploration. They will be able to read the activity pages, or you will be able to read the activities
with them. Not all of the activities are specifically musical. Some are scientific, some are movement
games, some employ and encourage art skills, and some involve storytelling and role-play. You
best know your students, their capabilities and interests. You should encourage students to try the
activities that you feel most appropriate for them and for your classroom. Encourage other teachers
in your building to try some of the activities as well.
1
High School & Centennial Resources
For High School students, we have indicated ways to expand these activities to better suit their
learning experience. There is also a special “High School Orbit” which is specifically written to
engage older students attending the Icarus at the Edge of Time concerts.
For those Baltimore City Schools attending as part of the inaugural Baltimore City Schools
Learning Journey, a special welcome to you! We have designed these resources and concert
experience with particular attention to the 12th grade Baltimore City curriculum and hope that you
find these resources and events foster a creative connection to your world.
Inside this guide you will also find a wealth of resources highlighting the BSO Centennial and some
ideas on how to incorporate these celebrations into your classroom. We very much hope you take
a moment to explore this very special section that we have created for our celebrations.
Share & Connect
Most importantly, this year we have designed our guides as a mere starting point for exploration,
with the essential piece being the work that is created by the student, for the student, and then
presented to us here at the BSO. We can’t wait to see where these ideas might take your students
and all the inspired, arts-integrated work they will produce in the classroom. We will aim to post
this material on our website to inspire other students and teachers. We may even incorporate it
into the concert experience, both this year and beyond. If you wish to share any materials with us at
the BSO, please send them to education@bsomusic.org. Be sure to let us know how we may
acknowledge the creators of the work. If you wish to send us materials for our internal use, please
do be sure to specify which works may not be posted on our website. We promise to read every
email, enjoy every art piece, listen to every composition, and watch every video. We hope that you
will also check back on our website to share in the works of others.
We hope you enjoy this guide, your explorations that are yet to come, the concert experience, and
sharing your creative work with us. See you in October, and be sure to also check out our other
Midweek Concerts this season: The Polar Express, All About Sports and Peter & the Wolf!
Warmly,
Annemarie Guzy
Director of Education
Baltimore Symphony Orchestra
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Icarus at the Edge of Time:
Snapshot for Teachers and Students
The Concert
Icarus at the Edge of Time is a concert experience like no other. We are really excited about programming this
concert this year, and we know you’re going to have an unforgettable experience when you visit the Meyerhoff
to see and hear this performance.
The first selection on this concert will be The Planets: Mars by Gustav Holst. We selected this piece to inspire
students to think about outer space and experience an exciting musical description of a relatively unknown
place. Then, world-renowned astrophysics and best-selling author Dr. Mario Livio, will come onstage to
provide some insight into the science of space and how to better understand the cosmos with incredible images
taken by the Hubble Space Telescope.
Next, you will hear and see Icarus at the Edge of Time. This is a multimedia piece with live narration read by
Dr. Mario Livio, orchestral music by composer Philip Glass (who is actually from Baltimore but now lives in
New York), accompanied by a film created by two British filmmakers named Al and Al. This is a truly special
opportunity to hear this monumental, yet rarely performed piece. The combination of all three things, the
story, the movie, and the music, create an experience that will envelop you in sound and vision. As a taster for
the concert, watch the trailer (see Useful Web Links on page 6).
The Story
The story of Icarus at the Edge of Time was written by Dr. Brian Greene, a very famous and well-respected
physicist and author. Dr. Greene has written many books on astrophysics and relativity, but this is the first
book he has written specifically as a story. We recommend you find a copy of the book from a local or on-line
bookstore, or a local library, and read it together as a class. Every page of the book is a photograph taken from
the Hubble Space Telescope (which celebrates its 25 year anniversary this year) and they are beautiful to look
at it. In addition, there is a black hole at the center of every page, which grows larger as you read through the
book.
The story is a futuristic re-telling of the Greek myth of Icarus, who made himself a pair of wings out of feathers
and wax so he could fly like the birds. Icarus’ father, Daedalus, warned his son that if he flew too high, the heat
of the Sun would melt his wings. Icarus ignored his father’s advice and flew up to the Sun. The wax in Icarus’
wings melted and he fell into the sea. You can find the story of Daedalus and Icarus online (link in the “Useful
Web Links” on page 6), and we encourage you to take the time to read the story, which will aid your
understanding of Icarus at the Edge of Time.
3
In Dr. Greene’s re-telling of the story, Icarus is a young man travelling with his father on a spaceship, called the
Proxima, bound for a new colony near a star named Proxima Centauri. One day as the spaceship is flying past
a black hole, Icarus decides he will try to orbit the black hole and leaves the spaceship in a runabout, despite
his father’s warning that it is too dangerous. Icarus flies successfully round the black hole, but he forgets that
the gravitational force of the black hole will slow time for him. When Icarus returns from the black hole’s
orbit, he finds that time has passed long into his future, the Proxima has long since gone, his father has passed
on, and he has become a legend – the boy who disappeared because he ignored his father’s advice.
The Music
Philip Glass composes in a style of music we call minimalism. The music avoids long drawn-out melodies, and
instead there is a lot of repetition of short melodic ideas, rhythms and motifs throughout the work. This leads
to a sense of cohesion within the composition and reinforces the energetic development of the music. Philip
Glass’ music is perfect for showing the excitement of a journey through space. In order to begin to understand
the energetic minimalism that Glass uses for Icarus at the Edge of Time, you should try listening to either his
short orchestral work “The Light” or “Short Ride in a Fast Machine” by John Adams (another minimalist
composer). In addition, you can get to know Philip Glass’ compositional style well by listening to his album
Glassworks (1982) or either of the Symphonies he wrote based on the music of David Bowie – “Heroes”
Symphony (1996) or “Low” Symphony (1992).
Also, be sure to listen to some selections from The Planets by Gustav Holst, with particular attention to Mars.
This is a really exciting piece for students, and it sounds even better live with the forces of full orchestra in front
of you.
You should be able to find any of that music quite easily at your local library, on iTunes, Apple Music, or
Spotify.
The Science
The focus of the story of Icarus at the Edge of Time is the physics of The Special Theory of Relativity, which
concerns the relationship between space and time. Through the Special Theory of Relativity, we understand
how the gravitational force on different moving objects create a warping of time as the objects approach speeds
close to the speed of light, because of the relationship, or relativity, of each of the objects to each other and to
the light.
Special Relativity is one of two areas of relativity; the other is General Relativity. The two parts of the Theory of
Relativity, both Special and General, were published by Albert Einstein in 1915, just months before the
Baltimore Symphony Orchestra played its first concert in February 1916. Albert Einstein was a brilliant
mathematician and physicist who used The Theory of Relativity to explain the geometry of space and how
gravity alters the relationship of space to time in the Universe.
General Relativity explains that things can look different to people in different viewpoints or moving at
different speeds. Things moving at the speed of light always move at the speed of light compared to you, no
matter how fast you're moving.
4
Special Relativity explains that space and time are actually different aspects of one thing, called space-time, and
space-time is curved. Exactly how curved space-time is at any point in the universe depends on how much
gravity there is in the area. In addition to bending space-time, gravity can also bend light, radio waves, and all
kinds of other stuff. Because of this, time can be altered by gravity, so that is areas of very high gravity (such as
near a black hole, for example) time move will move slower than in an area of lower gravity. For more
information about these phenomena, check out the Useful Web Links!
In the story that you will hear narrated at the Symphony, Icarus went for a short trip near a black hole. He
travelled near the speed of light and he did not age. When he returned from the black hole’s orbit he could
not find the Proxima and his father. He returned at a time many years after the Proxima had already arrived at
its destination. He did not travel in time, but time for him moved more slowly because of the gravitational pull
of the black hole.
Physical distances between stars and galaxies are so great, we need to find a way to understand them, and so we
use the concept of light years, which is the measurement of how far light travels in one year. Light speed is
constant in space at 186,262 miles in one second. Multiply by 60 seconds in a minute, then by 60 minutes in
one hour, then by 24 hours in a day, then by 365 days in a year. You probably need a calculator. So in 1 year
light travels nearly 6 trillion (6,000,000,000,000) miles. That is a really long way! We measure distances in
space in light years.
Proxima Centauri exists – it is the nearest star to our own Sun. If we were to travel there it would actually take
4.24 light years. That is 25.44 trillion miles. Ouch! We would need to build a rocket that can travel at nearly
the speed of light. Let us say we make a rocket that can go 90% of light speed, we can reach Proxima Centauri
in 4.8 years. We would need food, water, and lots of entertainment material for living on the ship for that time.
Maybe we stay at a local planet for 1 year, then turn around and come home to Earth. So what happens when
we go home? We accelerate back!
We will have aged 11 years total on the ship during that time. We accelerated! So… one year is 2.29 years on
Earth due to Special Relativity. How much time will have passed on Earth? Believe it or not, a little over 25
years have passed for your friends left behind! Hopefully mom and dad are still alive to welcome you home!
You can do the calculations yourself with this web-based Relativity calculator (in Useful Web Links on page 6).
In physics, the “twin paradox” is a relativity experiment involving identical twins, one of which makes a journey
into space in a high-speed rocket and returns home to find that the twin who remained on Earth has aged
more. This result appears puzzling because each twin sees the other twin as moving, and so, according to an
incorrect naive application of time dilation and the principle of relativity, each should paradoxically find the
other to have aged more slowly. However, within the standard framework of relativity: the travelling twin's
trajectory involves two different inertial frames, one for the outbound journey and one for the inbound
journey, and so there is no symmetry between the space-time paths of the two twins. It seems that gravity is the
driving force behind the acceleration of the space travelling twin staying younger with a slower clock!
There is a twin paradox experiment going on right now. Mark and Scott Kelly are twin astronauts. Scott is
currently in space and Mark has stayed home on Earth. Will Scott be younger than Mark when he returns
home? Check out this web link, tweet Scott in space at @StationCDRKelly, or check out his photos on
Instagram (@StationCDRKelly).
5
Share & Connect!
Icarus at the Edge of Time will be a totally new and unforgettable experience for you. We hope you will
take time to read the book, learn about Relativity, try some of the activities, and enjoy the entire experience.
Each activity ends with a way to share your thoughts, compositions and creations and connect with us at the
BSO. We look forward to seeing and listening to what you send us!
Useful Web Links
 The Story of Icarus
o http://www.greeka.com/eastern_aegean/ikaria/ikaria-myths/daedalus-icarus.htm
 Icarus at the Edge of Time Trailer
o https://www.youtube.com/watch?v=ev9zrt__lec
 Learn more about our narrator, Dr. Mario Livio and read some of his incredible books
o http://www.mariolivio.com/
 Video: “Albert Einstein’s Theory of Relativity
o https://www.youtube.com/watch?v=ev9zrt__lec
 Video: “Brian Greene Introduces the Theory of General Relativity”
o https://www.youtube.com/watch?v=0HnaLnUdYvs
 Relativity Calculator
o http://www.1728.org/reltivty.htm
 An Interview with the Kelly brothers
o http://www.nasa.gov/mission_pages/station/expeditions/expedition25/kelly_brothers_interview.html
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Curriculum Links
This symbol
denotes
National
Common
Core ELA
Standards.
This symbol
denotes
National
Common
Core Social
Studies
Standards.
This symbol
denotes
National
Common Core
Arts Standards
(specifically
Music)
This symbol
denotes
National
Common Core
Arts
Standards
(specifically
Visual Arts)
This symbol
denotes
National
Common Core
Arts
Standards
(specifically
Visual Arts)
This symbol
denotes Maryland
Science
Expectations,
Next Generation
Science
Standards, and
STEAM activities
Here are the National Common Core Standards in Arts, English Language Arts, Mathematics and Social
Studies, that apply to this program and the activity guides:
National Common Core Arts Standards
Creating
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
Performing
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
Responding
8. Interpret intent and meaning in artistic work.
Connecting
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural and historical context to deepen
understanding.
National Common Core English Language Arts Student Capacities
2. They build strong content knowledge
3. They respond to the varying demands of audience, task, purpose, and discipline.
5. They value evidence.
6. They use technology and digital media strategically and capably.
7. They come to understanding other perspectives and cultures.
7
National Common Core Mathematics Standards
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
National Common Core Social Studies Standards
2. Applying disciplinary tools in civics, economics, geography, and history.
3. Gathering and evaluating evidence.
4. Developing claims and using evidence.
6. Taking informed action.
In addition, these Maryland Science Expectations and Next Generation Science Standards apply to this
program and the activity guides:
Maryland Science Expectations
Expectation 1.1 The student will explain why curiosity, openness, and skepticism are highly regarded in
science.
Expectation 1.4 The student will demonstrate that data analysis is a vital aspect of the process of scientific
inquiry and communication.
Expectation 1.5 The student will use appropriate methods for communicating in writing and orally the
processes and results of scientific investigation.
Expectation 1.6 The student will use mathematical processes.
Expectation 1.7 The student will show that connections exist both within the various fields of science and
among science and other disciplines including mathematics, social studies, language arts, fine arts, and
technology.
Expectation 5.1 The student will know and apply the laws of mechanics to explain the behavior of the
physical world.
Next Generation Science Standards
High School Space Systems
Disciplinary Core Ideas
8
ESS1.A: The Universe and Its Stars
·
The star called the sun is changing and will burn out over a lifespan of approximately 10
billion years. (HS-ESS1-1)
·
The study of stars’ light spectra and brightness is used to identify compositional
elements of stars, their movements, and their distances from Earth. (HS-ESS1-2),(HS-ESS1-3)
·
The Big Bang theory is supported by observations of distant galaxies receding from our
own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the
primordial radiation (cosmic microwave background) that still fills the universe. (HS-ESS1-2)
·
Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion
within stars produces all atomic nuclei lighter than and including iron, and the process releases
electromagnetic energy. Heavier elements are produced when certain massive stars achieve a
supernova stage and explode. (HS-ESS1-2),(HS-ESS1-3)
ESS1.B: Earth and the Solar System
·
Kepler’s laws describe common features of the motions of orbiting objects, including
their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or
collisions with, other objects in the solar system. (HS-ESS1-4)
Crosscutting Concepts
Scale, Proportion, and Quantity
·
The significance of a phenomenon is dependent on the scale, proportion, and quantity
at which it occurs. (HS-ESS1-1)
·
Algebraic thinking is used to examine scientific data and predict the effect of a change in
one variable on another (e.g., linear growth vs. exponential growth). (HS-ESS1-4)
Connections to Nature of Science
·
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
·
Scientific knowledge is based on the assumption that natural laws operate today as they
did in the past and they will continue to do so in the future. (HS-ESS1-2)
·
Science assumes the universe is a vast single system in which basic laws are consistent. (HSESS1-2)
9
Orbit One: You’re A Constellation
High School
Orbit
Connection
A constellation is a group of stars named together due to their grouping. Constellations
make it easier for us to spot different stars when we look into space, and in the past we
relied on them for navigation. Before the days of Global Positioning Systems and
RADAR, sailors at sea could find their way by locating the North Star at the end of a
constellation known as The Big Dipper.
Cool Constellations!
Activity Ideas

Look at the night sky and see if you can spot any constellations, and
name them. See if you can find The Big Dipper, Orion or Andromeda.

Who or what would you name a constellation after? Draw your
constellation by making large dots and connecting them to make a
shape, just like how they are shown in two of the pictures to the right.
Post them on your classroom wall to make your own class galaxy!

When you come to the concert, think about the constellation you
would name after Icarus. As you listen to the narrator tell the story of
the journey of the Proxima (Icarus’ spaceship), see if you can imagine
the ship travelling through the “Icarus” constellation. Try and picture
this in your mind as you hear the music.

Create a rhythm based on the name of your constellation (Madison
could be “ti-ti ta”). Now improvise this rhythm on classroom
instruments, body percussion, or “found sounds”. Create a “Star Song”
to accompany your constellation by using your rhythm as the basis for a
musical composition. Perform your star song for your class. If you
combine song with other Star Songs from your class, maybe you could
create a class constellation song, cycle or symphony! (Tip: Compose or
record your constellation symphony in a program such as GarageBand
or Studio One Prime)
Share & Connect! We would love to hear your song,
your song cycle or your symphony. Record your music using a video
Activity
Ideas
camera
or a phone,
and send it to us at the BSO
(education@bsomusic.org).
!
The Big Dipper
Orion
Andromeda
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Useful Web Links
 This website has an extensive list of constellations. You will see that many of them are named after figures in
Greek and Roman mythology and some are also signs of the Zodiac.
o http://www.astro.wisc.edu/~dolan/constellations/constellation_list.html
 This website will help you locate constellations in the night sky, as well as give background on the names and
“pictures” of the constellations.
o http://www.dustbunny.com/afk/constellations/
 “Windows to the Universe”: This website also has many useful constellations and star maps, and includes
more history and descriptions of the constellations.
o http://www.windows2universe.org/the_universe/Constellations/constnavi.html
Key Terms
Constellation
A group of stars named together due to their grouping
Activity -Ideas
Global Positioning Systems (GPS) - A radio navigation system that allows land, sea, and airborne users to
determine their exact location, velocity, and time 24 hours a day, in all weather conditions, anywhere in the
world.
North Star - The star of the Northern Hemisphere toward which the axis of the earth points —called also
polestar. The North Star was used as a navigational tool during the Underground Railroad; runaway slaves
would look for the “Drinking Gourd” (also known as the Big Dipper) in the sky, and locate the North Star
within it so they could navigate North to freedom.
RADAR (Radio Detecting and Ranging) - a system for detecting the presence, direction, distance, and speed of
aircraft, ships, and other objects, by sending out pulses of high-frequency electromagnetic waves that are
reflected off the object back to the source.
Zodiac - A belt of the heavens within about 8° either side of the ecliptic, including all apparent positions of the
sun, moon, and most familiar planets. It is divided into twelve equal divisions or signs (Aries, Taurus, Gemini,
Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, Pisces).
11
Orbit Two: Capturing Space in Time
High School
Orbit
Connection
Is it really possible to comprehend the vastness of space? Our universe is so incredibly
large that it is hard to understand our relationship to it. The distance between planets,
stars, and galaxies is almost incomprehensible! Think about the recent New Horizons
mission to Pluto and beyond - it took more than 9 years for the spacecraft to reach Pluto,
at which point it had only about 30 minutes to be close to Pluto!
Food for Thought
Key Terms

How can we even start thinking about things on such a large scale?
Try watching Powers of Ten: A Film Dealing with the Relative Size
of Things in the Universe and the Effect of Adding Another Zero,
created in 1977 by Charles and Ray Eames. (Video accessible via
Useful Web Links)
Aperture – A space through which
Another great model you might like is Josh Worthʼs interactive web
piece: If the Moon Were Only One Pixel: A Tediously Accurate
Scale Model of the Solar System. It is really amazing to experience!
(Video accessible via Useful Web Links)
Dimensions - A property of space;
extension in a given direction. Also,

As you look at both of these web sites, you should start to realize that
space is very, very big. It is more massive than we can even possibly
imagine. The distances between stars, planets, galaxies and nebulas are
beyond human comprehension.
As you look at something in the night sky, you are actually looking at
something as it was a long time ago. That is because it takes time for light
to travel. What you see in the sky is a picture in time from long ago. In
order to see what is happening right now, you would have to wait many,
many years for the image to travel from space to the Earth. We are no
longer just seeing things in three dimensions (length, breadth and height).
We are now seeing things through the fourth dimension: time.
light passes in an optical or
photographic instrument, especially
the variable opening by which light
enters a camera.
an extension in time (for example:
Space-time has three dimensions of
space and one of time).
Nebula – A cloud of gas and dust in
outer space, visible in the night sky
either as an indistinct bright patch or
as a dark silhouette against other
luminous matter.
New Horizons - An interplanetary
space probe that was launched to
study Pluto, its moons and the
Kuiper Belt.
Pinhole Camera – A simple camera
How can we begin to
comprehend the connections
between time and space?
without a lens and with a single small
aperture, a pinhole – effectively a
light-proof box with a small hole in
one side. Light from a scene passes
through this single point and projects
an inverted image on the opposite
side of the box.
12
Activity Ideas
We can use photography as a tool to visualize connections between
time and space. One way is to write a word or draw a picture with
light. Sometimes people use flashlights, glow sticks, or sparklers to
do this. When you film it in slow motion and then speed up the
movie, you can see the whole word, even though you only saw parts
of it as you wrote it. This is because you are warping time by
changing the speed of the film. The time taken to perform the action
is different to the time taken to view it. The space is the same,
but the time is different, so you can see the word.
You can see the traces of motion over time by changing your camera shutter speed to be very slow.
This is called a long exposure. With an ordinary camera it can be hard to get a visible image this way
during the day, because the slower the shutter speed, the more light enters the camera and exposes the
image (although you can experiment with neutral density filters if they are available to you!)
If you would like to explore long exposures, you can use pinhole photography! In pinhole photography,
you create your own camera out of simple materials. Because of the small aperture and low light
sensitivity of photo paper, shutter speeds can be much longer than with an ordinary camera. Would
you like to make your own pinhole camera? Check out the Resources in the Useful Web Links.
The photograph above was taken by Jenni, a Maryland high school student, using a pinhole camera.
She made her camera out of an ordinary shoebox, set it up before her cheerleading practice, facing her
team, and left the shutter open all evening. This five-hour exposure shows a space over time.
Discussion Questions:
What do you notice about the photograph? Why are some objects more clear than others? Where are
the cheerleaders?
Share & Connect!
Make a pinhole camera and take a
long-exposure photograph, just like
Jenni did.
Send it in to us at the BSO
(education@bsomusic.org) and tell
us about it. We would love to see
your photographs.
Useful Web Links
 Video: “Powers of Ten”
o http://www.eamesoffice.com/the-work/powers-often/
 If the Moon Were Only One Pixel
o http://joshworth.com/dev/pixelspace/pixelspace_s
olarsystem.html
 Resources: Make your own Pinhole Camera
o http://pinholeday.org/support/
o http://www.pinhole.org/
13
Orbit Three: Movement Games
Gravity is a force that connects us to the Earth. When we jump up in the air, we come
right back down again. That’s because gravity pulls us back down to the ground.
Gravity is a constant throughout the Earth. No matter where you go, the gravitational
field is exactly the same. When you leave Earth, however, gravity changes. If you go to
a different planet you would find that the force of gravity is probably quite different to
Earth’s. When the first people went to the moon, they discovered that if they jumped
in the air, it would take a longer time than expected to return to the ground. This is
because gravity on the Moon is weaker than it is on the Earth. If you go to a planet
where the gravity is stronger than Earth’s, you may not even be able to jump, because
you would find yourself held to the ground by gravity.
Activity Ideas
How can we use our bodies to show what it’s like to live in a world with almost zero gravity? How about
in a world with a much greater gravitational force than Earth? Try these activities to find out!

Zero Gravity: Imagine there is a helium balloon
attached to your right hand. Let it float right on
up to the sky with no effort. Let it just float
around up there. Now try and pull that hand
back down, imagining that you need to really
pull it back down a little bit harder because it
wants to float right up.
Try it with both hands now. Now add a foot.
Now use both feet and both hands. Now add
another helium balloon to the top of your head.
Walk around the room and encounter one
another; see if you can move like the people in
the video from the International Space Station
(check it out in Useful Web Links box).

Extra Gravity: Now imagine that your right foot is filled with lead or sand or something else really heavy. Try
and lift it up and let it fall heavily back to the floor. Now add your left foot. Now add both hands. Now fill
your entire body with heavy lead and wet sand. Move yourself around the room with your heavy gravity
bodies and speak to one another. What happens?
14

Making movements out of the idea of General Relativity: Gravity not only affects how you connect to the
ground, it also affects the speed at which time moves. Dr. Brian Greene, who wrote Icarus at the Edge of
Time, gives a very clear explanation of this phenomenon in a Youtube video (check it out in Useful Web
Links below).
If you are in a strong gravitational field, time for you moves more slowly. Likewise if you are in a low
gravitational field, time for you moves more quickly. Have some fun with these concepts by trying to:
o Move very slowly through an action that would usually take a short amount of time (taking a step,
pointing at something outside the window, wiping your eye, etc.) Can you move even more slowly
and precisely through the action?
o Move very quickly through an action that takes a long time (aging from age zero to 100, waking up
and putting on layers and layers of warm clothes to go outside on a cold winter day, preparing a
room for a fancy dinner party, etc.) Can you move even more quickly and precisely through the
action?
Share & Connect!
We’d love to see the fun that happens in
your class when you try these movement
games. Perhaps you could record one of
the activities with a video camera or
phone and send it to us at the BSO
(education@bsomusic.org).
Useful Web Links
 Video from the International Space Station
o https://www.youtube.com/watch?v=tgRMAVoHR
bk
 Dr. Brian Greene explains General Relativity
o https://www.youtube.com/watch?v=0HnaLnUdYv
Key Terms
International Space Station - A Space Sation, or habitable artificial satellite, in low Earth orbit. Its first
component launched into orbit in 1998, and the ISS is now the largest artificial body in orbit and can often be
seen with the naked eye from Earth.
General Relativity - Also known as the general theory of relativity, is the geometric theory of gravitation
published by Albert Einstein in 1915 and the current description of gravitation in modern physics.
Gravity - The force that attracts a body toward the center of the earth, or toward any other physical body
having mass. For most purposes Newton's laws of gravity apply, with minor modifications to take the general
theory of relativity into account.
Gravitational Field - The region of space surrounding a body in which another body experiences a force of
gravitational attraction.
15
Orbit Four: Future Civilizations
High School
Orbit
Connection
In Icarus at the Edge of Time, the spaceship Proxima is carrying passengers to a new
colony. Colonization is important if a society needs more space to grow, or if their
current habitation is no longer able to sustain their way of life. In many millions of
years, our own planet will be scorched by the Sun. If humans are still living at that
time, they will need to find a new planet to live on.
Activity Ideas
Imagine that life on our planet is becoming unsustainable faster than we currently predict. Some
humans will need to be moved to a different planet, and so NASA has announced plans to
colonize Mars starting in five years. As part of the initial preparation for a future civilization, they
are looking for volunteer colonists ready to accept a new and uncertain adventure on Mars.
Write a letter or make a video in which you make the case for your participation in this new,
exciting project.
Why do you want to go? What skills do you have that would benefit the other colonists? What
other people would you bring with you and why? Try to use language that is as persuasive as
possible when you make your pitch.
Now it’s time to pack your bags. Remember that everything you bring will be the only thing you
have with you for the next five years, before another ship arrives. NASA will provide your
spacesuit and food, but you are allowed to list five foods that you would like to make sure you
have. What would those be?
1.
2.
3.
4.
5.
16
Oh no! Unfortunately while you were gone on your mission, earth was destroyed and the only human life
remaining is that on the Mars Colony. Luckily, generations of humans have survived and thrived on Mars, and one
of the last ships from Mother Earth carried a time capsule that the inhabitants of earth packed to share what life was
like on their planet in 2015. It’s now 3015 and it’s time to open the time capsule! What do you think was inside?
Musical works or songs
Books or other literature
Photographs of
important people
Photographs of
important places
17
Discussion Question: What would you put in a time capsule to represent yourself and your life?

When Icarus returns from the black hole and finds that time has moved on by several centuries, his life in now
part of ancient history. His story has become a legend. The computers have some information about the
Proxima’s original voyage, but there are probably a lot of details missing. Do you think Icarus would be able to
help with providing more historical information? How would he feel about documenting his current life as part
of ancient history?

Imagine you are like the librarian that Icarus meets at the end of the story, and it’s your job to archive the past.
Research a past civilization. Create a brochure that can demonstrate what that past civilization was like. Include
details, such as: favorite places to visit, modes of travel, interesting architecture/music/festivals, etc. What were
some popular sports and pastimes? Maybe you could present your project to the class in costume as a time
traveler informing us of your past life.
Use one of the following to present your project:
o Create a pamphlet using Microsoft Publisher.
o Go to http://www.lucidpress.com to create an e-brochure.
o Draw some postcards from your past world and write messages from a former citizen.
Find pictures to use in your project by using http://www.discoveryeducation.com.
Share & Connect!
We would love to hear about your adventures in colonizing Mars. Please email
us (education@bsomusic.org) and tell us all about it.
Key Terms
Colony - A country or area under the full or partial political control of another country, typically a distant one,
and occupied by settlers from that country.
Colonization - The act of setting up a colony away from one's place of origin.
Legend - A traditional story sometimes popularly regarded as historical but unauthenticated. Also an extremely
famous or notorious person, especially in a particular field.
NASA (National Aeronautics and Space Administration) - The United States government agency responsible
for the civilian space program as well as aeronautics and aerospace research.
18
Orbit Five: Black Holes
High School
Orbit
Connection
Icarus knew that flying close to the black hole was very dangerous. He made many
calculations ahead of time to know exactly how to escape being pulled into the
gravitational force. He would have had to calculate an exit velocity that is faster than
the gravitational pull of the black hole, otherwise he would never be able to get away
and would get sucked in.
A black hole pulls matter into itself with such force that a rotational pattern emerges as the material is
sucked in. The gravitational force creates a strong vortex that resembles a whirlpool; matter spins as it
is pulled in. The next time the bathtub is filled with water, watch how the water spins round the drain
as the last of it is sucked out. Try placing your hand over the drain – it will get sucked towards the
drain with a strong force. In order to remove your hand, you need to pull it away with an escape
velocity greater than the force of the vortex.
Activity Idea: Black Hole Simulator
Would you believe that you could use some simple
household items and recyclables to create a black hole
simulator? Don’t worry, your house is not going to disappear
into a black hole – you’re going to demonstrate some of the
physics of vortexes and black holes. In an actual hole, matter
enters and can never escape. In your simulator, the matter
(water) will not disappear, but you will be able to see the force
of the vortex without any possible harm to yourself.
To get started, you will need:
 2 straight-walled, 2 liter bottles with caps
 5-minute epoxy (about $4.00 at craft stores)
 Electrical tape
 Drill with ½” drill bit
 Food coloring (your choice of color)
1. Glue the flat sides of the two bottle caps together with
epoxy and leave to dry overnight. Be careful not to get
any glue on the threads.
2. Use the drill to drill a ½” hole through the caps. Ask
an adult to help.
3. Test the fit of the bottle caps on the bottles, and then
undo them.
Key Terms
Centripetal Acceleration - The
idea that any object moving in a circle,
in circular motion, will have an
acceleration vector pointed towards the
center of that circle.
Velocity - The speed of something in a
given direction.
Vortex - A mass of whirling fluid or air,
especially a whirlpool or whirlwind.
19
4. Fill one bottle halfway with water and add food coloring. You can also add glitter if you like, for that
extra special effect!
5. Fit the bottles together permanently by screwing them onto the caps. They should look like a big figure
8. At this point you can use epoxy on the threads. Let the bottles dry overnight.
6. Wrap the center section with electrical tape to make sure the bond is strong.
7. Test for leaks.
Now you have to find the fastest way to get the
water from one bottle to the other. Tip the
bottles over and try to get the water to move
quickly from the top bottle down to the
bottom. Challenge your friends to see who
can get the water to move fastest.
Here are some clues to help you figure out
the fastest way: centripetal acceleration,
vortex, down the drain, massive gravity.
Think of how the water accelerates down
the drain when you empty the bathtub – that’s
the key. Now you can impress your friends
because with your superior knowledge you
will be able to make the water move faster
than anyone else.
Once you get the vortex working in your black hole simulator, try reversing the spin to get the water to return
to the upper bottle. You’ll find that it is impossible to make the water move against gravity without turning the
bottles over again. This is exactly what is happening as matter enters a black hole. It cannot escape. Icarus’
journey was very dangerous, as he was very aware that if he got caught in the black hole’s gravitational field, he
could never return to the Proxima: he would be sucked into the black hole and crushed by the pressure inside.
Share & Connect!
Take a photograph of your black hole simulator or video your experiment,
and send it in to us at the BSO (education@bsomusic.com).
20
Orbit Six: Feats of Flight
Icarus, the main character in the story, invents his own ship to explore
the edge of a black hole. Think about the design of his ship and what
had to be considered when designing it (speed, aerodynamics, pull of a black hole). If
you could go anywhere in space where would you go? How would you design your
spacecraft to get you there? What would it sound like when flying?
Activity Ideas

Begin designing your spacecraft by thinking about the design of a paper airplane. How can you
design it to fly faster? More accurately? In a particular flight path?

Cut out a design from the following website (http://www.funpaperairplanes.com/) and fold along
the lines to create a plane. Or, draw your own template, write out instructions, and then build
your plane. What makes your aircraft different? How well does it move? Will it travel in air, in
space, through clouds? How far will it go? How fast will it go? How can you alter and improve
your design to make your plane go farther and faster?

Have a race with your friends to determine who built the fastest paper airplane. Calculate the
speed of each paper airplane by measuring the distance it flies (in meters) and divide that
measurement by the time it takes to travel that distance (in seconds). Express the speed in meters
per second (speed=distance/time). Who has the fastest plane?

Imagine you are about to take a journey on a spaceship to colonize a new Earth, and you have to
build the ship to get there. What would your ship look like? What would the spaceship need to
survive a journey that would take thousands of years? What Laws of Physics would you need to
consider when designing your spaceship, such as aerodynamics, flying faster than the speed of
light, etc.?
What kinds of amenities would you want your spaceship to have? Be creative!

Piloting a new plane or spaceship takes tremendous courage. Think about Icarus (both from the
myth as well as from Icarus at the Edge of Time). Then, read about real-life pilots and their
stories of flight.
The Wright Brothers:
Inventors of the first
airplane
Sally Ride:
Youngest astronaut
to go to space at
the age of 32
Amelia Earhart:
First woman to fly
solo across the
Atlantic Ocean
Neil Armstrong:
First person to
walk on the moon
21
Share & Connect!
Take a photograph of your paper airplane or your spacecraft and send it in to
us at the BSO (education@bsomusic.org). We would love to see your new designs.
Useful Web Links
 Information: The Wright Brothers
o https://en.wikipedia.org/wiki/Wright_brothers
 Information: Sally Ride
o https://en.wikipedia.org/wiki/Sally_Ride
 Information: Amelia Earhart
o https://en.wikipedia.org/wiki/Amelia_Earhart
 Information: Neil Armstrong
o https://en.wikipedia.org/wiki/Neil_Armstrong
22
High School Orbit: Old Themes, New Stories
Goal
Students will create their own modern version of a myth from
Greco-Roman, Norse or other World literature, by learning about
Classical myth and its literary elements, and discussing both the
Greek myth of Daedalus and Icarus and Dr. Brian Greene’s book
Icarus at the Edge of Time.
Objectives
1. Students will read the Greek myth of
Daedalus and Icarus.
2. Students will read Brian Greene’s
book Icarus at the Edge of Time.
3. Students will identify and discuss the
elements of Greek myth that Brian
Greene uses in his retelling of the story
a Icarus.
of Daedalus and
4. Students will learn about Albert
Einstein’s Theory of Relativity.
5. Students will research Greco-Roman
and/or Norse Myth.
6. Students will re-write a myth in a
modern setting, including elements of
the original myth, and using Einstein’s
Theory of Relativity.
Time
It is recommended to take three to five class
sessions as well as homework time to
complete this lesson.
Standards
Maryland College Career-Ready Standards
English Language Arts 1: They demonstrate
independence.
English Language Arts 2: They build strong content
knowledge.
English Language Arts 3: They respond to the
varying demands of audience, task, purpose,
and discipline.
English Language Arts 5: They value evidence.
English Language Arts 6: They come to understand
other perspectives and cultures.
National Core Arts Standards
Arts 1. Generate and conceptualize artistic ideas and
work.
Arts 2. Organize and develop artistic ideas and work.
Arts 3. Refine and complete artistic work.
Arts 6: Convey meaning through the presentation of
artistic work.
Arts 8. Interpret intent and meaning in artistic work.
Arts 11. Relate artistic ideas and works with societal,
cultural and historical context to deepen
understanding.
C3 Standards
Social Studies 3: Gathering and evaluating evidence.
Social Studies 5: Communicating and critiquing
solutions.
Maryland Science Standards
Maryland Science Expectation 1.7: The student will
show that connections exist both within the
various fields of science and among science and
other disciplines including mathematics, social
studies, language arts, fine arts, and technology.
23
Preparation

Before teaching this lesson, ensure that students have access to these digital resources in your classroom. If
necessary, book time in the school’s computer lab or media center.
 http://www.greeka.com/eastern_aegean/ikaria/ikaria-myths/daedalus-icarus.htm
 https://www.youtube.com/watch?v=ev9zrt__lec
 https://www.youtube.com/watch?v=0HnaLnUdYvs

Obtain a copy of Icarus at the Edge of Time from the school or local library or from an on-line bookseller.
Check that your school has books of Greek, Roman and/or Norse myths (such as Ingri and Edgar Parin
D’Aulaire’s Book of Greek Myths and Book of Norse Myths, Roger Lancelyn Green’s Tales of the Norsemen,
Tales of the Greek Heroes, and The Tale of Troy, and any of the “Percy Jackson” series by Rick Riordan). You
may want to ask your media specialist about any other books of myths that are popular with the high school age
group, and also have him/her place a selection on reserve for the students. Local libraries are usually more than
happy to suggest resources and to place books on reserve for a school project such as this.
Lesson 1
1. Read together the story of Daedalus and Icarus, found at http://www.greeka.com/eastern_aegean/ikaria/ikariamyths/daedalus-icarus.htm
2. Read together Brian Greene’s book Icarus at the Edge of Time.
3. Answer these questions, as class discussion, as group work, or as homework.
 Myths often explore the tension between human and natural forces. Man tries to overcome the bounds
of nature, and nature usually wins. What are the human and natural forces in the original Greek myth?
What are the human and natural forces in Brian Greene’s story?
 In Classical myths, there is usually a struggle for power between humans. Which humans fight for
power in the two stories, and how is this evidenced in their relationship with each other?
 The Classical myth of Daedalus and Icarus is a warning to humanity about arrogance and hubris.
Define both of these words. How does Icarus in both the Classical myth and in Icarus at the Edge of
Time display arrogance and hubris?
 In many myths, the idea of Fate is central. The bad things that happen to humans are a result of matters
beyond their control. Are the unfortunate events that happen to both the Classical Icarus and Brian
Greene’s Icarus avoidable? How could both of the Icarus characters have avoided their fate?
 Icarus is an anti-hero. He is the central element in both the Classical myth and Brian Greene’s story.
He possesses heroic qualities, but ultimately he is a flawed character and his heroism is his downfall.
What would have to change for Icarus to be a hero rather than an anti-hero?
24
Lesson 2
1. Watch both of these videos about Relativity.
a. https://www.youtube.com/watch?v=ev9zrt__lec
b. https://www.youtube.com/watch?v=0HnaLnUdYvs
2. Discuss as a class how the Theory of Relativity applies to Brian Greene’s telling of Icarus at the Edge of
Time.
3. While Icarus’ runabout is orbiting the black hole, his father becomes aware that his son has not
considered the warping of space-time in his calculations. He is helpless to save Icarus from what he
knows will be his fate. For the rest of his life, Icarus’ father would know that his son is still orbiting the
black hole, he would presumably be able to confirm the presence of his son’s ship using the Proxima’s
equipment, and he would be forced to face the idea that he himself will age and ultimately pass away,
and he will never see his son again. In class together, or for homework, write a short monologue that
Icarus’ father might say in a theatrical or movie representation of Brian Greene’s story.
Lesson 3
1. Research Greek, Roman or Norse myths (you will probably discover that many of the stories of Greek
myth are the same as those in Roman myth, with different names for the main characters. Therefore, we
sometimes refer to them as Greco-Roman myths). Use resources in your school media center, your
local library and on-line (use Google or another search engine to find Greek, Roman or Norse myths).
Read some myths and find one in which you can easily identify some or all of these common
mythological elements: Man vs. Nature, power struggle, warning of the implication of character flaws,
Fate, hero or anti-hero.
2. Choose one of these myths and decide how you could tell the myth as a warning of the implications of
the Theory of Relativity on the story. Consider how you would update the characters into the TwentyFirst Century or future centuries in Earth’s history.
3. Write a draft modernization of your chosen Greek, Roman or Norse myth. Ask a friend or a teacher to
discuss your ideas with you and check that you have considered mythological elements as well as the
Theory of Relativity.
The Classical myths of Greek and Roman culture, and the Norse myths, provide many examples of myth in
which the elements discussed in this lesson are readily apparent. However, many students will also find these
same elements in myths from other cultures, such as Native American mythology, African mythology, or
Celtic mythology. Research these myths and re-write them from any culture if they can identify similar
elements as those found in in the Daedalus and Icarus myth or Icarus at the Edge of Time.
25
Assignment
Create a modern version of a Classical Roman, Greek or Norse myth. Present your version as an
essay, a play scene, a movie script, a graphic novel, a video, a radio drama, a song lyric, or a
poem. Present your story to the class, and refine your story according to feedback from your
teacher and your classmates.
Share & Connect
Send your modern myths to us at the Baltimore Symphony Orchestra
(education@bsomusic.org). We will read, listen to and/or watch all your stories and will
award prizes to the best ones.
26
High School Orbit Connections
These High School Orbit Connections are activities that correspond with Orbits 1-5 and suggest ideas for
educators on how to tailor these to high school students. The Connections will provide a perfect link to the
Orbit materials, and give high school students a chance to further explore the lessons within Icarus at the Edge
of Time.
Orbit One: You’re A Constellation
Create a research project based on one constellation. Students should research the origins of the
constellation’s name, and learn about the stars within the constellation. Often the name of the constellation has
literary or anthropological background, and the stars are sometimes named along the same theme. Present the
research project for a science class or a literature class, or think of a creative way to tell the origin story of each
constellation (i.e. a play, song, etc.).
Orbit Two: Capturing Space in Time
Create a class display of pinhole photographs and display them within the school. The display should contain
information about how each photograph was captured. Invite administrators, parents and other teachers to
view the work in a gallery-style exhibition
Orbit Four: Future Civilizations
Write a short story or play scene based on life in a new colony. Consider the feelings and emotions of the
colonists as they travel away from their original planet and experience their new home. Also, think about the
implications of building this society with a group of diverse people: What kind of government and social
programs would need to be created to help people survive? Present stories or scenes to social studies, English
or theatre classes.
Orbit Five: Black Holes
Write up this activity up as a lab experiment. Present the experiment as a fun activity for younger students at a
neighborhood middle or elementary school. High school students should be able to understand the black hole
physics in order to explain it to someone younger, using the simulator as an example.
27
Welcome to the Baltimore Symphony
Orchestra’s Centennial Season!
The Baltimore Symphony Orchestra is going to turn 100 years old in 2016! This very special
birthday is called a Centennial, and is a great opportunity to learn more about the BSO’s amazing
history.
The BSO’s first ever performance was of Beethoven’s Eighth Symphony, and it took place on February 11,
1916. That is a long time ago! What was life like back in 1916?
This is the American flag as it was in 1916. What do you notice that is different? This flag was in use in the
United States from 1912-1959, and only had 48 stars! It was designed in 1912 to
include the recently-added states of New Mexico and Arizona. It
is strange to imagine a time when new states were still being
added, isn’t it?
The flag as we know it today, with 50 stars, first flew in 1960,
and represented the addition of Alaska and Hawaii.
Will we ever have more than 50 states? Some people believe that
Puerto Rico and Washington D.C., among other places, could
become states one day in the future. How would you redesign
our flag to include more stars?
The U.S. population in 1916 was about 101,961,000 people. Today it is about 321,216,397! The population of
Maryland in 1916 was about 1,415,000 people and is now about 5,976,407!
In 1916 our President was Woodrow Wilson. When the BSO played its first concert, America was about one
year away from adding its support to the Allies and entering World War I.
In 1915, you could buy a dozen eggs for 20¢, a pound of cookies for 10¢, and a pair of kids’ flannel pajamas
for 37¢. A kids’ movie ticket was only 15¢! But before you get too excited looking for your time machine, you
might want to know that the average salary was $687 a year - and that was only for men. Women in the
workforce earned an an average of $340 per year. Women were not yet able to vote in 1916, and persons of
color continued to be prevented from voting and participating equally in society by unfair laws and practices.
Children often worked long, difficult hours in factories or on farms, and were not protected by consistent child
labor laws. We have grown as a country in our efforts to combat these inequities, and are still continuing to
grow.
28
In 1916, what were some trends in the areas of this season’s
Midweek Concerts?
All About Sports!
Baltimore has always loved baseball, but in 1916, it was without any team - either major or minor league. In the
late 1800s and early 1900s there were both major and minor league teams (with names such as “The Lord
Baltimores,” the “Baltimore Orioles,” and the “Baltimore Terrapins”) in the city. Babe Ruth (a Baltimore
native!) had just been sold to the Boston Red Sox in 1915, and although minor league baseball returned in 1918,
it wasn’t until 1954 that Baltimore had its’ own modern major league team - the Baltimore Orioles that we know
and love today!
The 1916 Summer Olympics were scheduled to be held in Berlin, but were actually cancelled due to World
War I.
The Preakness Stakes have been run at Pimlico in Baltimore since 1873!
Peter and the Wolf
The Maryland Zoo at Baltimore was founded in 1876! In 1916, the zoo was a few years away from getting its first
elephant, Mary Ann, which was very exciting! If you have been to this amazing zoo recently, you might be
surprised to know how much it has changed - consider this description from the Maryland Zoo at Baltimore’s
website:
“An inventory of the Zoo’s collection from 1880 lists 17 species, including hundreds of deer, 13
monkeys, two black bears, two wolves, one tiger, one alligator, two boa constrictors, and one three-legged
duck.”
Wondering how they took care of all that land?:
“The Zoo’s early collection also included a flock of sheep used to “mow” the grass.”
The Polar Express
In the early 20th century, explorers were racing to be the first to get to the North and South Poles. The claims by
those who said they reached the North Pole during this time are questionable, but Norwegian explorer Roald
Amundsen and his team were the first documented group to have reached the South Pole, which they did in
December 1911 traveling primarily by dog sled.
Transportation in America at this time was rapidly changing!
29
Railroads were incredibly important for transporting goods and people. But how did most people travel in
their everyday lives? 1916 was right in the middle of a huge transition, and people had many different way of
transportation: walking, riding horses, bicycles, streetcars, wagons pulled by animals, and the car, which was
exploding in popularity.
In 1900 there were about 8,000 cars in the United States. This meant that there was 1 car per 9,500 people. By
1920, only twenty years later, there were an estimated 7.5 million cars in the United States, which meant that
there was 1 car per 14 people. You might be interested to know that in 1915, an average new car cost $2,500,
and gas was 15¢ per gallon!
Today, there are about 253 million cars in America, and about 321 million people in America. How does your
family get from place to place every day? Do you have a car? Do you use public transportation like buses or
the light rail?
Have you ever flown in a plane? The first commercial flight took place in 1914, but air travel did not become
widespread until after World War II.
Icarus at the Edge of Time
There were some major scientific discoveries in the early 20th century, including a few that are incredibly
relevant to Icarus at the Edge of Time!
Albert Einstein had just published his general theory of relativity (or “general relativity”) the year before, in
1915. Simply put, general relativity deals with gravity, space, time, and provides rationale for such celestial
phenomena as black holes. Einstein’s general relativity continues to inform our modern understanding of
physics.
In 1924, Edwin Hubble was able to show that there were numerous galaxies beyond our own Milky Way
Galaxy. Up until this time it was believed that the Milky Way was the only galaxy in the universe. As you might
know, the Hubble telescope was named in his honor! Icarus at the Edge of time incorporates some of the most
stunning images the Hubble telescope has recorded.
How has the BSO grown since 1916?
Just like society and technology, the BSO has grown by leaps and bounds since 1916. The BSO’s initial budget
was $6,000, which at the time was the equivalent price of about 2 to 3 new cars. Today the BSO’s budget is
$27 million!
In 1924, the BSO became the first American symphony orchestra to offer a regular educational concert series.
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The Baltimore Symphony Orchestra proudly added its first woman to the roster in 1937, even though male
musicians at the time protested this decision. In 1965, Wilmer Wise won the position of Assistant Principal
Trumpet and became the first African American musician to join the BSO roster.
Some strange things have happened over the years! For example, Percy Grainger performed the Grieg Piano
Concerto on January 15, 1933 while a bat was flying over the heads of the orchestra! It must have been a big fan
of the BSO!
The Joseph Meyerhoff Symphony Hall has been the home of the Baltimore Symphony Orchestra since its
opening in 1982.
The BSO has won two Grammys over its history, and both recordings were conducted by David Zinman and
featured cellist Yo-Yo Ma. The first included music of Barber and Britten in 1990 and the second featured
music by Bloch and Bartok in 1995. The 2009 recording of Bernstein’s Mass also earned a Grammy
nomination.
The BSO made musical history in September 2007, when Maestra Marin Alsop led her inaugural concerts as
the Orchestra’s 12th music director, making her the first woman to head a major American orchestra. With her
highly praised artistic vision, her dynamic musicianship and her commitment to accessibility in classical music,
Maestra Alsop’s directorship has ushered in a new era for the BSO and its audiences.
The Future!
Now that you’ve traveled with us through 100 years of the Baltimore Symphony Orchestra, American history,
and developments in the way we live, what do you think we can expect in the NEXT 100 years?
What will our daily lives be like in 100 years? What sort of vehicles will we use to get from place to place? What
will we eat, wear, and do for fun?
How will music change? What sorts of new instruments or styles might be developed? How could interactive
technology be used? Will the audience help perform the concert, right from their seats?
One thing is for certain - we are looking forward to making these discoveries with you! We are so glad that you
have joined us for the Baltimore Symphony Orchestra’s Centennial Season!
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BSO Centennial Activities
This year, the BSO is celebrating its 100 year anniversary, or Centennial! With that in
mind, we have created the following fantastic activities that correspond with all of our
Midweek Concerts in the 2015-2016 season. Share any of your work with us (email
education@bsomusic.org); we would love to see what you create!
Classroom Olympics
The 1916 Olympics were cancelled due to World War I, but resumed in 1920. Did you know that from 1912 to
1948, the Olympics not only included sporting events, but also an art competition? Work with your classmates to
design your own Olympic games. Imagine that any activity could be an event - even one that you invent. What
activities would you most enjoy competing in? Think about what the rules would be for your event, and if you
would need any special uniform or equipment. Now, design a trading card that shows you competing in your
event. Ask your teacher if they can be photocopied so that you can trade them with your classmates.
Maybe you and your class could even plan and compete in your very own Olympics. You could collaborate to
create puzzles, challenges, or trivia which could be events in your Olympic games.
Building Design
The Joseph Meyerhoff Symphony Hall has been the home of the Baltimore Symphony Orchestra since its
opening in 1982. We are lucky to have such an amazing space to hear the BSO! Architects work very hard to
design spaces which perfectly fit specific needs. Think about all the choices which were made when designing the
Meyerhoff, such as: how the building looks from the outside, how the audience enters the space, the height of the
. ceilings and windows of the lobby, how sound travels in the space, and how every seat is able to see the stage.
What if you were given the job of redesigning your school or classroom? What does a school or classroom need
in order to best support teaching and learning? How could you address these needs with your design choices?
Draw out your plans for the new school or classroom, making sure to label the parts. Optional: you could make
your plans look like blueprints by drawing in white (with a gel pen, colored pencil, chalk, or charcoal pencil) on
blue paper!
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WBSO News at 11
Think about history over the past 100 years and how the orchestra might have shaped that history. Imagine that
you are putting together a modern-style news broadcast about these events. You could do in small groups, or as a
class. Identify the events or characteristics which are most interesting to you, then plan out short skits to explain
what happened. Once everyone is ready, these can be performed while a newscaster narrates the story. For
example, think about what you read about Roald Amundsen and his team reaching the South Pole in 1911, and
imagine that a newscaster could say “This just in! We have received word that Amundsen and his team have
made it to the South Pole! Let’s go to our Antarctica reporters to get the full story...” while a group is acting out
the scientific team traveling on their dog sleds to reach their destination. You and your class could rearrange the
events provided in the historical information so that your newscast would present information in chronological
order.
Past, Present, and Future
Research what life was like 100 years ago in Maryland and compare that to life today. Talk with a partner or
small group about the similarities or differences you noticed.
.
Work as a class to make a large display which compares and contrasts life today with life 100 years ago. Or,
work individually to create a written or illustrated response which explains this.
Think about all of the changes we have seen over the past 100 years - what do you think will change over the
NEXT 100 years? Use writing, art, acting, or any other creative idea you can think of to depict what you think
life will be like 100 years from now. Here are some things you could consider:
• What will transportation be like?
• What will music sound like? Will there be new instruments?
• People in 1916 probably could not have conceived of technology such as a SmartPhone - what will
technology be like in 2116?
• What will buildings look like? What will we eat, wear, and do for fun?
Ask your teacher if you can together as a class to combine your responses and hold a “Future Fair!” Visitors
would be able to come learn about your ideas and possibly get a glimpse of what life will really be like in 2116!
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SPECIAL THANKS
The Baltimore Symphony Orchestra acknowledges with gratitude the
work of the following individuals who contributed to the development
of these materials:
Richard McCready, Lesson Plan Writing Workshop Facilitator;
Lead Writer, Editor
River Hill High School, Howard County
Caro Appel, Writer
River Hill High School, Howard County
The Baltimore Symphony Orchestra is
proud to acknowledge support for its
Midweek Education Series from the
following funders:
Official Education Partner:
Gina Braden, Writer
The Park School of Baltimore, Baltimore County
Centennial Season Education Partner:
Greg Clark, Writer
River Hill High School, Howard County
Nellie Hill, Writer
Retired, Howard County
Theresa Iacarino, Writer
Joppa View Elementary, Baltimore County
Midweek Education Concert Series
Sponsors:
Catina Ramis, Writer
Thomas Viaduct Middle School, Howard County
Rebecca Ludwig, Writer
Baltimore City Public Schools
Carol Bogash, Vice President for Education and Community
Engagement
Baltimore Symphony Orchestra
Annemarie Guzy, Director of Education
Baltimore Symphony Orchestra
Mollie Westbrook, Education Assistant
Baltimore Symphony Orchestra
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