Music for the Community

 
Welcome to our Music for the Community page! Since we can't take our music out to local nursing homes and libraries at the moment, we're inviting you in to enjoy it here instead. Each day you'll find a new student performance on this page, along with some info about the composer or instrument - and sometimes words too so you can sing along. 

If you're interested in a particular category, you can sort performances by student age, instrument, singalong music, composer and so on - click on the orange tags under the text. We hope you and your family will enjoy watching our students share their music! 

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Displaying items by tag: Singalong

Tuesday, June 23 2020 00:00

Day 57 - Chant Arabe by Chwatal

Pianist age 8 plays "Chant Arabe" by F. X. Chwatal

Franz Xaver Chwatal (1808 – 1879) was a Bohemian pianist, composer and music teacher. He was the son of an organ builder, who gave him piano lessons as a child. He wrote many pieces of lighter popular music such as this one.

Like so many other pieces we’ve featured, this one is in A – B1/B2 – A form, giving it a pleasing symmetry. In the A section, you can hear the pianist’s left hand playing one chord that’s repeated over and over, like the unchanging, rhythmic plod of the camels across the desert.

There are several singalong options here – try them all, and let us know in the comments which one you like best!

(A) In far-off desert lands, where the oasis stands, camels in caravans trail across burning sands.

(B1) Riders in flowing turbans sit / high atop the swaying animals;
(B2) Bells tinkling, jingling, sweetly ring / out across the desert air and gently tell us...

(A) In far-off desert lands, where the oasis stands, camels in caravans trail across burning sands.

 ~ or ~

(A) I am thirsty and hot; I am thirsty and hot; I am thirsty and hot; I am thirsty and hot!

(B1) I sure would like some lemonade; / Mother may I? Honey, yes you may.                                                                                                                  (B2) I sure would like some lemonade; / will you get some for me now? Just wait a minute....

(A) I sure like lemonade; I sure like lemonade; I sure like lemonade, when I’m thirsty and hot.

~ or ~

(A) Oh, it’s hot, very hot! Oh, it’s hot, very hot! Oh, it’s hot, very hot! Oh, it’s hot, very hot!

(B1) Softly the camels tread with their / heavy load across the burning sand;
(B2) Under the blazing sun they plod / on and on and on across the endless desert....   

(A) Oh, it’s hot, very hot! Oh, it’s hot, very hot! Oh, it’s hot, very hot! Oh, it’s hot, very hot!

Published in Music For Community
Wednesday, June 17 2020 00:00

Day 53 - Mary Had a Little Lamb (piano)

Pianist age 4 plays "Mary had a Little Lamb"

We've shown Mary had a Little Lamb before, on flute, but of course it sounds very different on piano. People are often surprised to learn that although the piano has strings, it's actually classifed as a percussion instrument. But percussion basically means "instruments that make their sound when you hit them," and that's what's happening here: when you press the piano keys, they operate hammers inside the piano, which hit the strings and bounce off again.

So an important skill for pianists is learning to touch the keys with enough strength for those hammers to produce a sound - but not so much that the sound is harsh. Although he's so young, you can see (and hear) that this young man is already doing an excellent job using the weight of his arm to drop his fingers into the keys, producing a round, ringing sound.

You probably already know that words to this song! But just in case:

Mary had a little lamb, little lamb, little lamb –
Mary had a little lamb; fleece was as white as snow. 
 
Published in Music For Community
Monday, June 15 2020 00:00

Day 51 - The Happy Farmer

Violinist age 8 plays "The Happy Farmer"

German composer and pianist Robert Schumann lived from 1810 to 1856. He was a brilliant pianist and intended to make a career as a perfomer. Unfortunately a hand injury put an end to that idea, so thereafter he focused on composing. 

Meanwhile, he had fallen in love with his piano teacher's daughter, Clara Wieck - herself a wonderful pianist - but her father was very opposed to their marriage. Robert eventually won out, though, and married her in 1840 after a court battle.

By 1848 he and Clara had three young daughters (they eventually had eight children, seven of whom survived). He composed a collection of 43 easy piano pieces for them, "Album for the Young", and The Happy Farmer is one of these pieces. As with our other singalong songs, the words reflect the musical structure, which is little unusual here: A1 - A1 - B - A2 - B - A2, with the A section having two different endings. The B section is very short: the farmer (A) barely lets his wife (B) get a word in edgewise before interrupting her again!

(A 1) The happy farmer loves to plow his fields;
He rides his great big tractor with its big green wheels.
 
(A 1) The happy farmer loves to plow his fields;
He rides his great big tractor with its big green wheels.
 
(B ) His wife is quiet, and very small and neat -
 
(A 2)  The happy farmer loves to plow his fields;
He rides his great big tractor with its round, red seat.
 
(B ) His wife is quiet, and very small and neat -
 
(A 2) The happy farmer loves to plow his fields;
He rides his great big tractor with its round, red seat.
 
If you listen carefully to the piano part, you'll also hear the farmyard chickens going "cheep-cheep" in the background!
Published in Music For Community
Tuesday, June 09 2020 00:00

Day 47 - Lightly Row

Pianists age 6 and 8 play Lightly Row

 
This is a favorite of beginners everywhere, and we show it here with right hand only, then with hands together, so you can hear how the left hand adds lower, deeper tones (see also here). Like most of these singalong songs it has a  simple construction with a lot of similar material, making it easy to learn.
 
There are many singalong possibilities for Lightly Row! Here are a couple of more traditional ones:
 
(A1) Lightly row, lightly row, up the river we will go;
(A2) Mississippi, Mississippi, in our boat we go, go, go!
(B1) One, two, three four, five, let’s go,
(B2)One, two, three, four, five, lets row, 
(A2) Mississippi, Mississippi, in our boat we go, go, go!
 
(A1) Lightly row, lightly row, gently down the stream we go,
(A2) Birds are singing while they’re winging, on their way and to and fro.
(B1) See the fluffy clouds up there, 
(B2) Building castles in the air.
(A1) Birds are singing while they’re winging, on their way and to and fro!   
 
Or - some students love this one!
 
(A1) Hey there mouse, in your house, better stay there in your house!
(A2) Hey there mousie, in your housie, someone’s waiting there for you!
(B1) Pretty kitty loves you so, 
(B2) Thinks you’re just so tasty - oh!
(A2) Hey there mousie, in your housie, someone’s waiting there for you! 
Published in Music For Community

Pianist age 6 plays "This is not Jingle Bells" and "Row, Row, Row your Boat"

 
Well, it does sound at first like it’s going to be Jingle Bells - but then it changes its mind! Can you identify the other tune? And does it come in the right order, or….? 
 
That first one could be confusing to try and sing along with, but Row, Row, Row Your Boat is pretty straightforward, and you can feel the lilting triple time in “Mer-ri-ly, mer-ri-ly…”, as if you’re on the water.
 
Row, row, row your boat,
Gently down the stream;
Merrily, merrily, merrily, merrily –
Life is but a dream!
 
Published in Music For Community
Tuesday, May 26 2020 00:00

Day 37: Red Parrot, Green Parrot

Violinist age 8 plays "Red Parrot, Green Parrot" by Edwards Huws Jones

 
This is one of our favorite easy pieces for violin – the parrot squawks are always a big hit, in lessons and in recital!
 
It’s also great for singing along. It has a simple A, B1, A, B2, A pattern – think “Jingle Bells” with chorus, verse, chorus, verse, chorus. The only difference between the two B sections is that in the first one, the violinist has the tune and the pianist provides the parrot squawks; while the second time around they switch. Of course, that’s the part that everyone’s waiting for! 
 
A) Red -- parrot, green -- parrot, 
Perch -- on a tree,
Red -- parrot, green -- parrot, 
Fly -- ing -- free!
 
B1) Red -- parrot squawk: SQUAWK!!
Green -- parrot squawk: SQUAWK!!
Some -- parrots talk -- but --
These ones only squawk.  
 
Then back to A, B2, A – same words as above.
 
You need only 2 fingers on one string, plus the other open strings, to play this song. But you're learning several musical skills along with these easy notes – including changing rhythms, “dynamics” (switching from loud to soft, both suddenly and gradually), and listening to the other player while you keep count, so you can jump in with your squawks at exactly the right time. 
 
Published in Music For Community
Wednesday, May 20 2020 00:00

Day 33: I Want a Popsicle

Day 33: Violinist age 5 plays Twinkle Variation D, “I Want a Popsicle”

 
Another Suzuki variation today - this one introducing the student to triplet rhythms. Whether you learn this with the words “I-want-a/pop-si-cle/I-want-a/popsicle” or as some students prefer, “blue-ber-ry/straw-ber-ry/blue-ber-ry/straw-ber-ry”, coordinating the fingers and bow in these continuous running notes can be very confusing at first! But this student, who started in our very first class ever of Wayland Rec beginners, is very comfortable with the whole idea by the time of this performance and dispatches it with ease. 
 
 
Published in Music For Community

Violinist age 8 plays Go Tell Aunt Rhody

 
Continuing yesterday’s theme of learning musical structure, students have a lot of fun singing about poor John, who really overdid it on the snack food! See below for the words.
 
Meanwhile, though, they’re taking in more complicated rhythms (mix of slow and fast notes), and a new phrase structure (A1, A2, B1, B2, A1, A2 – see here for explanation) – so putting the notes together on their instrument is made much easier. 
 
Along with this musical understanding comes quicker technical development. If you watch this student’s bow closely, you’ll see he’s doing a great job of using shorter bows on the shorter notes and longer bows on the longer ones – because having internalized the music more easily, he has enough of his brain freed up to handle this challenge.
 
(A1) Go, tell Aunt Rhody - John is very sick.
(A2) Go, tell Aunt Rhody - John is sick in bed.
(B1) He ate some popcorn, then some candyfloss,
(B2) Then peanut butter on his bread!
(A1) Go, tell Aunt Rhody - John is very sick.
(A2) Go, tell Aunt Rhody - John is sick in bed.
Published in Music For Community
Thursday, May 07 2020 00:00

Day 24: Down Pony, Up Pony

Violinist age 5 plays Twinkle Variation C, "Down Pony, Up Pony"

Here is another variation on Twinkle, from one of our young Wayland Rec beginners. Again, this bowing pattern will show up later in much more advanced repertoire.

For violin, viola and cello, we call this variation “DOWN pony, UP pony” to emphasize the alternating direction of the strong bow strokes. Others like to call it “Long, short-short, Long, short-short”, while our Suzuki piano teachers often use “Run Mommy, Run Daddy”. Pick one of these, and see if you can keep up singing it all the way through - or maybe chase Mom and Dad around the house!

Published in Music For Community
Tuesday, May 05 2020 00:00

Day 22: Mary had a Little Lamb

Flutist age 6 plays Mary had a Little Lamb

 
“Mary had a Little Lamb” is one of the simplest pieces for beginners on pretty much any instrument. It uses only three notes in a simple up and down pattern – and pretty much everyone knows the words!
 
Mary had a little lamb, little lamb, little lamb –
Mary had a little lamb; fleece was as white as snow. 
 
We’ll add this same piece on other instruments later, so you can compare their sound directly.
Published in Music For Community
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