In
the same
spirit as "Yankee Doodle",
adding "Chester" to your program would make a nice medley. This
tune is arranged in the same manner as "Yankee Doodle" and again the
students could try tapping the drum part. Historically, Chester
was
composed by William Billings - considered America first composer.
There are
two
separate arrangements of The Dreidl
Song. One in B flat major for Band and one in D major for
strings.
Besides a challenging harmony part, there is an optional easy bass part
for trombone,
baritone, tuba, cello and bass.
(This
selection also has an alternate title for non Halloween use, click on
alternate texts and alternate title below)
The
CD
background to this composition begins with an
optional eerie prelude. Following the
prelude
there are four drum beats that set the tempo for the students. The composition can also be performed
without the CD.
This
will be
an all time favorite of your
students. The easiest part of this song is as easy as "Hot,
Cross,
Buns" plus one new note. In fact, I have introduced the song
during
warm-up by playing down the scale starting on concert "D", as in Hot
Cross Buns, then adding the next lower note, concert "A". This
way the students are quickly able to join in with the CD on the easiest
part.
By having the strings add tremolo to this simple part, it will enhance
to the
haunting mood of the song. Tremolo will also loosen up those rigid
wrists. The melody is challenging and was written for advanced
students,
but since it is all on the same sheet of music some beginners often
meet the
challenge.
Ghost
walk can
be used at the end of the year for a
combined number. During the following fall semester the
“new
advanced
players” could repeat it during Halloween Week. It's good
for a
short
lunch time concert or even the Halloween Parade. For the parade,
start
off with the school walking through the band and then the band
following the
parade. The band enjoyed having the student pass through, as they
got to
watch the parade as they played. After all the school passed
through the
band, the band joined the parade. It is even possible for the
students to
walk and play this without the CD. Activities such as this will
be well
remembered by all and will have a positive effect on your recruitment
the
following year! Don't forget, the song has words so the CD (or a
taped
copy) could be shared with the general music teacher and the whole
school would
be singing with the band! As stated in the Companion Music
Preface, by
having the non-instrumental students sing with the band, they become
more
connected to the band and will be more likely to join in the future!
Without
question, "Jingle Bells" is a seasonal
favorite and this arrangement inspires students to new ability
levels.
The arrangement is presented in three settings. The first version is
simply
called "Jingle Bells "Classic" as it represents the traditional
form of this song.
The
second
version is titled, "Jingle Bells
"Jazz". As the teacher, you may want to question the student as
to what is the difference between version one and version two.
The answer
is that the notes in version two are basically identical to version
one, only
the rhythm is different. I don’t expect the elementary
musician
to read
these jazz rhythms; however, the elementary musician is internalizing
these
jazz rhythms once they hear them. Don’t hold a student back
just
because
they can not understand the academic side of music at this young
age.
Some music should be just for fun, Note, at the end of the jazz
version
that their are non-sense syllables that the students sing instead of
play.
The
third
version is called "Jingle Bells
"Blues". It is a written realization of a typical improvisation
based on the B flat blues scale. Again question the students as
to what
is the difference between versions two and three. The answer is
that the
rhythm is the same but the notes are different, thus the student
understands
the compositional developmental differences between these three
versions.
My
teaching
approach to the third version has been to
play the recording and then challenge the students to figure it out by
exploring new
notes by using the fingering chart in the front of the book. By
December,
even one or two highly motivated beginners will figure it out and of
course
most of the advanced students should be able to play it.
This
is your
opportunity to let your parents know the
importance of music in our schools and of course math is just one
aspect to all
the educational advantages. You can set the CD to repeat this
selection
and on the first time through, have the students sing the words.
I would often
tell the kids that when they come to the instrumental
music class they are entering the time zone, that abstract dimension
that we
can not see or feel but can learn to understand through music. In
math
the students learn fractions by dividing solid objects, but in music we
divide
the intangible time.
How music can
depict the words of a song is demonstrated
in this song. For example, in "fractions of the whole"
the words are set to four quarter notes and the word "whole" is set
to a whole note. The phrase, "keeping perfect pace" is set to
accented quarter notes accentuating the evenness of the beat.
The snare
drum part consists of
repeated patterns and if
practiced slowly at first can be mastered. However, if the part
is too
difficult for the student, have the student perform the bell part.
This full
arrangement includes both band and string
instruments. The melody is challenging but the arrangement also
includes
three easier parts - an ostinato, a harmony part and a bass line.
The
melody is written for the flute, oboe, clarinet, violin and
viola.
The ostinato part is also written for these instruments. The
melody is
also written out for the cello, but in concert the cello should play
the bass
line. The teacher has considerable discretion in terms of
modifying the
orchestration to meet the students' needs.
The
unique
aspect of the arrangement is that the same
ostinato is used for both selections the only difference being the
change of
meter from 4/4 to 3/4. As the arranger, I like thinking of the
ostinato
as representing the common desire of all people for peace and
brotherhood for
all humankind. Other positive analogies could be drawn from these
two
selections. Mostly they are fun and allow children to share their
cultural backgrounds.
Each selection is also a separate recording so that each song can be practiced or performed separately.
View Sample 1 of ScoreSimply set the soli recording to keep repeating this selection as each of your "saintly groups" perform. This special recording is located on the bottom of the web page "Band Students, Click Here to Practice"
The
trombones can end
the series as they play their special part. After the trombones
simply
switch to the full recording with all the students playing -
beginners and advanced as well as
strings. At least by the end of the year, for the beginning
strings.
Oh,
When the Band Begins to Play (Full Version)
Like
"Ghost
Walk" this song includes parts for
all; except, the strings are given only the melody. "Oh,
When
the Band" features the trombones as they have a trombone style,
glissando
part that sounds difficult, but is actually quite easy. When the
trombone
spirit is down due to tackling that large, difficult instrument, this
number
will really raise their spirits as well as recruit more trombone
players!
With the special words, this song is particularly great for the final
concert
and again in the fall for recruitment.
Oh, when the band, begins to play,
Oh, when the band, begins to play,
Oh, I want to be in that number,
When the band begins to play!
For
this
song , I have had the entire ensemble surround
the audience with the trombones at the head of the circle and the
audience
singing the words. This gives a climatic ending to a concert
especially at the end of the year. As in a curtain call, each
group plays
separately and then the entire ensemble plays the full arrangement.
Because of
the complex percussion
background, I would
have the percussionist perform the bell part. A simple drum part
is
included.
Written
in
the style of a high school pep band song, this
arrangement includes band and strings.
All pages of music include all the parts – The Melody of
Dedication –
The Chant of Pride – The Fun Bass Line Part – and the
School Spirit
Clapping or
Percussion Part. The song was written
in the spirit of Success for Every Student and can be used for any
honors or
school spirited assemblies.
In the spirit of the American Revolution, this arrangement includes only the melody and an authentic sounding drum part with interesting accents. The meter is cut time so that all the students can understand the drum part by simply analyzing it in 4/4 time first. By cut time the use of 16th notes is prolonged. Best of all the drum part is included on all parts - an opportunity to teach more about counting! I suggest that all students try the drum part by tapping it with their hands on their legs - first in 4/4 and than in 2/2. The arrangement is slightly more challenging than what appears in many beginning lesson books as it includes the complete melody. This would be a good selection in February for Presidents' Day.
View Sample Part"The
Appalachian Fiddle Tune" is based on
Bonaparte’s Retreat referring to Napoleon Bonaparte. In 1937 this
tune
was
recorded in Salyersville, Kentucky by Alan Lomax and Elizabeth Lomax
and is
part of a collection of American Folk
Tunes at the Library of Congress. Dr. Harold Spivake, who
was the
Chief of the Music Department at the Library of Congress from 1937 to
1972,
noted that European composers were using their countries' folk music
for their
classical compositions. Dr. Spivake was thus instrumental in creating
the
Archive of Folksong, a library of original source recording, at
the Music
Department of the Library of Congress. Through Dr. Spivake's
efforts,
American composers gained the same advantage
as European composers. One such American composer inspired by
Bonaparte's
Retreat was Arron Copeland. Copeland used this fiddle tune as a
theme
in Rodeo, composed in
1942. For the purpose of this article it may only be assumed the
Copeland
used the Archive of Folksong for gathering folk tunes.
The
advanced
violin part challenges only the very best
beginning violinists. It could used to feature your best
violinist.
The easier beginning violin part is all double stop open strings.
It is
excellent to use for teaching bowing technique as well as really
getting the
bow arms moving.
After a
rousing open string introduction, the song
breaks into the traditional "Old MacDonald had a Farm". Often
the bridge of this song is deleted from beginning arrangements yet it
is easy
to play as it is mostly one note but in an exciting rhythm
pattern. To
add humor and audience appeal, the arrangement ends with the old
cliché
ending. The song is geared for the first year students, but the
advanced
students generally want to be included! Tremolo can be added to
the
last note.
The
recoprding setting for this piece will charm
you;
however all the parts are covered
including piano and claves. The harmony
part is easier than the melody. The
cellos, violas and basses have the option of a challenging pizzicato
bass line. The melody is also included in
their parts.
There are two
separate arrangements of The Dreidl
Song. One in B flat major for Band and one in D major for
strings.
Besides a challenging harmony part, there is an optional easy bass part
for trombone,
baritone, tuba, cello and bass.
Like, Ode to
Joy, this favorite patriotic tune has a
challenging obligato part. Note that the obligato part is nothing
more
than the alto part transposed up one octave for the 2nd and 3rd verses,
but up
one octave creates a challenge! Because this arrangement includes
a cello
part, it stands alone as a good trio arrangement.
For this
favorite classic, a challenging obligato part
is included to challenge the more talented and hard working students.
Knowing that each year the elementary school students celebrate earth day, which includes an appreciation of nature and a tender regard for the endangered species, I was inspired to compose this tune. Feel free to share a tape of this song with the general music teacher so that all the students can sing along with the strings. The introduction and mode of composition is to transpire ones' imagination to the bamboo forests in China, home of the panda bear.
The earth provides for many animals the panda bear is one of them.
Copyrighted text by Ken Dahlin
This
selection will be very popular with your strings
and the young audience. Beware, the audience will clap
along. The
cellos, bass, and optionally the viola are featured on the bass
line. The
bass line is a traditional 12 bar "boogie woogie". Because it
is written in the key of G, the cello and viola can play the same
fingering
patterns on the G, C, and D strings. The bass line is pizzicato,
except
for a 12 bar solo section, which is arco. If the solo section is
too
difficult, the students can continue the 12 bar "boogie woogie" part.
The
beginning
violin part and the other optional viola
part is very easy, but it does include sliding from B natural to B flat
and it
includes C naturals. Thus it becomes a good teaching tool to
introduce
these notes.
The
advanced
violin part sounds difficult and exciting
but it is not too difficult since it is based on repeated patterns.
On
one
concert, I chose to accompany the strings with
guitar (G-C & D7 chords). A good student drummer that feels
swing
could play a basic swing high hat part pattern. The CD was not
used.
Tremolo can
be added to the last note or the students
can not play the last note and instead say "yeah!".