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: Students age 8 to 9

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
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
Monday, June 08 2020 00:00

Day 46 - Hongroise (Hungarian Dance)

Violinist age 9 plays "Hongroise" by Robert Pracht.

 
Robert Pracht (1878 -1961) was a German composer and music educator who composed many piano and string works for both professionals and students. He was also well-known in Germany as a choral conductor, and composed over 200 works for male voice choirs. 
 
This short dance is in the fiery Hungarian style - and we'll have more of this later in the week. For now, if you’ve been following our posts on musical construction, you'll probably be able to hear the overall "A-B-"A form. 
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
Thursday, May 21 2020 00:00

Day 34: The Dance of the Spider and the Fly

Pianist age 8 plays "The Dance of the Spider and the Fly" by Donald Waxman

A native of Baltimore, Donald Waxman met his wife Jho at the Peabody Conservatory, and shortly after graduation the couple founded a music school in Nyack, New York. Like our Day 2 composer, Kabalevsky, the Waxmans felt that musical language in the piano methods of the time was dated, and not challenging or interesting enough for 20th century students. 

Mr. Waxman says, “ I wanted young students to be working in a language more varied than that of so many piano method books. I wanted students to be playing and hearing music written in a wide variety of intervals, modes and tonal and chromatic combinations that go beyond the extreme limitations of music based primarily on the triads.” We think you’ll agree that he succeeded!

Published in Music For Community
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Tuesday, May 19 2020 00:00

Day 32: Harry Potter

Cellist age 9 plays Harry Potter: Hedwig’s Theme and Fireworks

 
“Hedwig’s Theme” (by John Williams) is the dominant theme used in all of the Harry Potter films. In spite of its title, it doesn't always specifically represent Hedwig, Harry’s owl, but rather the wider idea of magic and the Wizarding World. 
 
“Fireworks” (by Nicholas Hooper) is first heard in “Harry Potter and the Order of the Phoenix”, and is a musical picture of the antics of the Weasley twins, Fred and George, who frequently cause havoc with their mischievous magical experiments.
 
This young performer not only found and prepared this music herself, then persuaded her talented Mom to accompany her - she gave us an extra bonus by performing in full Harry Potter costume!
Published in Music For Community
Monday, May 18 2020 00:00

Day 31: Lollipop Man

Violinist age 8 plays "Lollipop Man" by Katherine and Hugh Colledge

 
Husband and wife team Kathy (b.1952) and Hugh (b.1945) Colledge both worked as instrumental music teachers in East London before moving to Norfolk in 1995. Their compositions and arrangements are a joint effort, with Kathy being the string instrument composer and Hugh writing the piano accompaniments.
 
This student learned "Lollipop Man" as part of her preparation for the Royal Conservatory external evaluation program. We’ve offered this program since 2014 for students who want to challenge themselves; we’ve seen enormous growth those taking part, and have been proud to see several of them honored with both Evaluation Center and State level “Certificates of Excellence” for the highest mark at their level.
Published in Music For Community
Wednesday, May 13 2020 00:00

Day 28: Etude by Suzuki (Skills, part 3)

Violinist age 8 plays Etude by Suzuki 

 
An etude (French for “study”) is a technical piece that’s more complicated than a simple scale, but still focuses on teaching one new technical skill to prepare for more complex music using that skill. 
 
This student is almost ready to move beyond basic folk songs and tackle the easier music of Bach and other classical composers. To do this, he’ll need to learn a new fingering pattern which goes beyond the basic set-up that complete beginners learn. This lively Etude has many repetitions of this new pattern, helping him to build the muscle memory to be able do it without much thought.
 
In turn, that muscle memory will serve him well in the Bach Minuet he’ll meet next, leaving him free to keep his focus on the music. He already has this new technique well under control, and is even comfortable enough to throw in a little spur-of-the-moment inspiration on his final note - to the amusement of his audience.
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
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