Neil A. Kjos Music Company • Publisher

Kjos String OrchestraGrade 4

Full Conductor ScoreSO285F

$8.00Jeremy Woolstenhulme

The Creation of Stonehenge

The Creation of Stonehenge

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The ComposerJeremy Woolstenhulme received his B.M.E. from Brigham Young University in

2000 and an M.A. in Cello Performance from the University of Nevada (Las Vegas) in 2005. Currently, Mr. Woolstenhulme serves as the orchestra director at Hyde Park Middle School in the Clark County School District. He has traveled with his orchestra to London, Washington, D.C., Boston, and New York. Mr. Woolstenhulme’s orchestra was selected to play at the 2008 Midwest Clinic in Chicago. He is also a contract musician with the Las Vegas Philharmonic, cellist for the Seasons String Quartet, and a freelance musician performing at many venues located on the famed Las Vegas “Strip.” He lives with his beautiful wife Taryn and their two children, Cadence Belle and Coda Blake.

The CompositionThe Creation of Stonehenge was commissioned by Ryan Dudder for the Las Vegas Youth Orchestra and was

premiered by the group in October of 2008 with Ryan Dudder conducting.

A strong gong attack at the beginning is important in representing the magic of Stonehenge. When the violins enter, the gong should retreat into the background and focus should be put on the violins. Make sure violinists play grace notes just before the beat. Have the students watch each other’s bows so they can use the same amount and stay together. At m. 19, the 2nd violins and violas should use a lot of bow to make the melody as expressive as possible. In m. 27, however, these parts should come down to make room for the cello and 1st violin duet. The cello and bass spin at m. 43 should be practiced so that all students spin together. This is purely for the audience and is all about the look. Have students place their hands on the instruments, move the instruments out from their bodies, and spin them in towards their bodies so they are spinning in the same direction. In m. 67, instruct the cellos and basses to pull a fast bow on the first note: this will help the rhythm stay steady. At m. 99 the violins are going to tend to slow down. Have them try and keep up the momentum. From m. 135 to the end, try to push the tempo forward. Despite the higher, more difficult position in the violins, the ensemble cannot slow down through this triumphant final passage. Have all the students lift their bows high into the air on the last note for a dramatic ending.

I hope you and your students enjoy The Creation of Stonehenge!

Instrumentation List (Set C) 8 – 1st Violin 1 – Harp8 – 2nd Violin 2 – Percussion I (2 Players):5 – 3rd Violin (Viola T.C.) Suspended Cymbal 5 – Viola Gong5 – Cello 2 – Percussion II:5 – String Bass Tom-tom1 – Keyboard Harp* 1 – Full Conductor Score

*Same as Harp part but without pedal diagrams.

Additional scores and parts are available.

Learning Bank: StonehengeStonehenge is a famous prehistoric monument in Great Britain. The original site consisted of 80 large stone

pillars, or “megaliths,” arranged in a circle, although only half remain today. The stones are arranged in groups of three, with two standing upright and the third set horizontally across the top. Construction of the site was carried out in phases over many years between around 3,100 BC and 2,000 BC.

Stonehenge is a place of great mystery. Although there are many theories explaining its origin and function, nobody today knows for sure who built it and why. Some people believe it was built by an unknown prehistoric culture; others think it was made by the Druids, an ancient Celtic priesthood; still others think it was constructed by giants and Merlin’s magic. Speculations about its function vary just as widely: some people think it was an ancient burial ground, others believe it was a ceremonial and religious location. The truth is, nobody knows for sure. Do you have any idea who built Stonehenge and for what purpose?

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Suggested ActivitiesTurning your rehearsal and performance of The Creation of Stonehenge into an interdisciplinary learning

experience is easy and fun. Have students explore the mysterious history of Stonehenge in groups or individually with the following two imaginative exercises:

1) Creative Writing – The origins of Stonehenge are murky and many theories have been developed to explain this unique place. Have students develop their own theories about the origin and function of Stonehenge. Encourage them to use their imaginations and treat this as an exercise in creative writing. The music naturally tells a story – have students put this musical story into words as they develop their own theories, first-person narratives, historical fictions, or other ideas relating to Stonehenge. For basic information about the site, students can refer to the Learning Bank in their parts (and p. 2 of this score). Here’s an example of an historical fiction story about the creation of Stonehenge:

The mist rose slowly off the green grass as Kelton walked along the trail toward the vast circular ditch. This sacred location, prepared by his ancestors centuries ago, was where the tribal elders chose to lay the stones. With painstaking labor, the massive stones were hauled from hundreds of miles away, over hills and rivers, to this special place. With a lot of hard work and a little luck, they would be set up in time for the celebration of the Summer Solstice. Upon arrival, he could see men from many different clans from all over the country: some had tools made of deer bone and wood and others had long poles and ropes. With clashes of sound and flashes of light, the building commenced. As they worked in unison, they gained momentum, working to a faster and faster rhythm. The placing of the stones became a dance as they moved back and forth. As the stones were set, they first looked to Kelton as if they would fall at the slightest touch. But to his amazement they were firm and stable. The old man from his village said the stones would stand the test of time. All of them worked very hard through rainstorms and exhausting heat; many days passed, but finally the giant ring of stones was complete. Kelton knew this would become a place of spiritual strength and source of power to his people. The long awaited Stonehenge was created and the magic of this mystical place would last forever.

2) News Flash! Imagine that some great discovery was made at Stonehenge. Perhaps an important artifact was found, or maybe an ancient diary (activity #1 essay) or a musical score. (Disregard the fact that written language and musical notation were not a part of ancient Celtic culture.) Students can read their creation aloud in the manner of a news anchor at the concert before playing the piece. For example:

News flash! A team of archeologists just unearthed an ancient piece of music that sheds new light on the history of Stonehenge in Great Britain. Pulled from the ground in the hills around the legendary site, the piece is a musical account of the building of magical Stonehenge. Our orchestra has painstakingly dusted off the manuscript and recreated the age-old sounds for you. You are the first audience to hear this stirring music since Celtic tribesmen originally produced it 4,500 years ago. So sit back, relax, and allow yourselves to be transported to The Creation of Stonehenge!

© 2010 Neil A. Kjos Music Company. This page authorized for duplication.

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For the Las Vegas Youth Orchestra, Las Vegas, NV. Ryan Dudder, Director.

The Creation of StonehengeFull Conductor ScoreApprox. time – 4:10 Jeremy Woolstenhulme

© 2010 Neil A. Kjos Music Company, 4382 Jutland Drive, San Diego, California 92117. International copyright secured. All rights reserved. Printed in U.S.A.

WARNING! The contents of this publication are protected by copyright law. To copy or reproduce them by any method is an infringement of the copyright law. Anyone who reproduces copyrighted matter is subject to

substantial penalties and assessments for each infringement.

Slowly (q = 64)

Slowly (q = 64)

Slowly (q = 64)

Violins

Viola

Cello

String Bass

Harp

Percussion I: Suspended Cymbal,

Gong

Percussion II: Tom-tom

1

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