1. Text
1.1. Written By: Michael Dennis Browne
1.1.1. Desire for Simplicity
1.1.1.1. Achieved through non-complex poetry
1.1.1.1.1. Poetry is very straight forward and easily understood. Allow class to come to a group understanding before speaking
1.1.1.2. More Universally relatable
1.1.2. Original Text
1.1.2.1. Inspiration
1.1.2.1.1. Coming home from a long journey/Returning home/Prodigal Son/Soldier
1.1.2.2. Verse 1
1.1.2.2.1. Tell me where is the road I can call my own, That I left that I lost so long ago. All these years I have wandered, oh when will I know. There's a way, there's a road, that can lead me home.
1.1.2.3. Verse 2
1.1.2.3.1. After wind after way when the dark is done, as I wake from a dream in the gold of day. Through the air there's a calling from far away. There's a way, there's a road, that can lead me home.
1.1.2.4. Verse 3
1.1.2.4.1. Rise up, Follow me, Come away is the call, with love in your heart as the only song. There is no such beauty as where you belong. Rise up, Follow me, I will lead you home.
1.2. Language: English
1.2.1. Exercises:
1.2.1.1. Emphasized "Wh-" on each occurance in song.
1.2.1.1.1. Wh-ere, Wh-ay, Wh-ind, Etc...
1.2.1.2. Heavy Shadow consonants
1.2.1.2.1. On word "own-A"
1.2.1.2.2. Teach different types of shadow vowels and how to mark in music.
1.2.1.3. No rolled "r's"
1.2.1.3.1. Demonstrate: Difference between two. Not British English
1.2.1.4. English Vowels
2. Melody
2.1. In the Soprano Voice
2.1.1. Activity: "Do you hear the melody?"
2.1.1.1. Point to the section singing the melody
2.1.1.1.1. Sing soprano line as class
2.1.1.1.2. Ask: How can you as a singer help the melody be heard?
2.1.2. Switches to solo during 3rd verse
2.1.2.1. Do a similar listening activity as above with the whole choir including sopranos, listening for soloist melody.
2.2. Based on Pentatonic Scale
2.2.1. Teach:
2.2.1.1. Demonstrate: Sing F major scale. Then sing F Pentatonic
2.2.1.1.1. "How many notes did you hear on the second scale?"
2.2.1.1.2. "Does anyone know what this scale could be called?
2.2.1.2. Teach Solfege hand symbols
2.2.1.2.1. Sing: Basic warm ups while using hand symbols.
2.2.1.2.2. Solfege the soprano melody while singing it as a choir.
3. Tonality
3.1. Key: F Major
3.1.1. Ionian
3.1.2. Ask: "Does anyone know what makes this F Major?"
3.1.2.1. Explain:1 Flat ; Only if nobody knows the answer.
3.2. Harmony
3.2.1. Diatonic
3.2.1.1. Sing: F Major arpeggio to octave, TDR Scale back down; Coming down hold DLFR and resolve
3.2.1.2. Sing: "Pick a chord in this Triad", *Play I, IV and V of F Major*
3.2.2. Chromatic
3.2.2.1. Only chromatic Step occurs in tenor line
3.2.2.1.1. Tenors only: Sing Measures 12-16.
3.2.2.2. Sing: MM. 14 hold F major Triad; Move by steps into A major, then ask them to resolve. Go through chords a couple times.
3.2.2.2.1. Ask: What does this change in tonality symbolize or mean to you?
3.2.2.2.2. Sing: While holding A Major, have sopranos move to the G and Tune. Move through the chord progression out of time.
4. Rhythm
4.1. Meter Changes
4.1.1. 2 meters
4.1.1.1. 3/4
4.1.1.1.1. Most of the song is in this meter
4.1.1.1.2. Common meter in folk melodies
4.1.1.2. 4/4
4.1.1.2.1. Only happens for one measure at a time
4.1.2. Teach:
4.1.2.1. Meter Changes
4.1.2.1.1. Demonstrate patterns for 3/4 and 4/4
4.2. Texture
4.2.1. Polyphonic
4.2.1.1. Occurs during:
4.2.1.1.1. Prelude
4.2.1.1.2. Interlude
4.2.1.1.3. Postlude
4.2.1.1.4. Verses
4.2.1.1.5. Ask: Which parts of this do you think are polyphony? what makes it sound like that?
4.2.1.2. Teach:
4.2.1.2.1. Activity: Have student sing known melody, then sing with them on embellished rhythm
4.2.2. Homophonic
4.2.2.1. Teach:
4.2.2.1.1. Activity: Have student sing a known song, then sing with them
4.3. Breathing
4.3.1. Unison
4.3.1.1. Teach:
4.3.1.1.1. "Breath together, Sing together"
4.3.1.1.2. Ask: "What points do we breath as a choir in the song?"
4.3.2. Stagger
4.3.2.1. Teach:
4.3.2.1.1. Demonstrate and sing: Sing through no breath and breath marks (MM. 1-4, MM. 8, Etc.. *Say now sing it like that*
4.3.2.1.2. 4 Bar Phrasing
5. Structure
5.1. Strophic
5.1.1. Prelude
5.1.2. Verse 1
5.1.3. Interlude
5.1.4. Verse 2
5.1.5. Interlude
5.1.6. Verse 3
5.1.7. Postlude
5.1.8. Teach:
5.1.8.1. Ask: "How is this song laid out?" What could that mean? How could it relate to the text?"
5.1.8.1.1. Feeling of "Coming Home" come from repetition of the interlude/intro.
5.1.8.2. Explain what strophic means in music
5.1.8.2.1. Activity: Ask class what other strophic songs they know.
5.2. Repeated Material
5.2.1. Verse 1 repeats to Verse 2
5.2.2. Interludes and Prelude are identical
5.2.3. Teach:
5.2.3.1. Ask: Are any of these the same?
5.2.3.1.1. Ask: How are they the same? How are they different?
5.2.4. Activity: "How could we make each verse unique?"
5.2.4.1. Repeating the same thing 3 times in boring
5.2.4.2. Come up with a different theme word for each section.
5.2.4.3. Dynamics, Text stress, musical alterations, etc...
6. Logistics
6.1. Publication Information
6.1.1. Pub #: SP 370 (SATB)
6.1.2. Company: Paulus Publications
6.2. Voicings
6.2.1. SATB (SP 370)
6.2.2. SSAA (SP 370 sa)
6.2.3. TTBB (SP 370 tb)
6.3. Instruments needed:
6.3.1. none
6.3.1.1. Allows for students to control feeling.
6.3.1.2. Easy for spontaneous performance. Can be very fun for students.
6.3.1.3. If a student has a good idea for add (i.e. A student who also plays violin doubling the soprano solo) this can get more, different students involved.