My Arrangement
There are many musical features that are showcased in this arrangement which can be explored further by students whilst playing this arrangement or in future composition activities. These musical ideas include:
- Texture
This arrangement consists of many layers which support the melody. This includes different harmonic lines, accompanying percussion and other instruments. All these lines come in at different instances in the piece (staggered entries) which can allow students to listen deeply to the contrasting layers (thick vs. thin).
- Duration
Syncopation is highly recurrent in this piece with the majority of the sections playing a pattern of 4 equal beats in a 6/8 piece. It is repetitive and a simply syncopation pattern which can ease students into the idea of listening and playing the syncopated pattern.
- Improvisation
A key highlight of the piece is the inclusion of an improvised section which allows students to play what they desire given a restriction of notes to base their improvised melody onto. The improvisation section isn’t limited to just tuned instruments (e.g. violin, flute, xylophone) but students who choose to play untuned percussion instruments (e.g. bongos, maracas) can improvise a rhythmic pattern and possible incorporating some syncopated patterns that have been used throughout the arrangement.
- Dynamics
A wide range of dynamics (from pp to ff) are used in this piece. The dynamics tend to coincide with the overall texture of this piece and it allows students to express themselves when playing their own individual parts.
In terms of structure, it is quite straight forward and is divided into 4 sections (A, B, C and D). Each section is quite similar to the one before as it builds and adds ideas to what was previously being played. The harmonic pattern is similar throughout which is beneficial. It shows students how ideas can be modified and added too whilst staying in the same key. When students do composition activities, some tend to have too many ideas, therefore leading to a composition which isn’t as connected. By giving restrictions, it allows students to create a composition which will flow more naturally and also allows them to develop on a few good ideas.
Orff Approaches
There are many Orff approaches used when creating this arrangement. Using Orff pedagogy allows for students to learn quicker and more thoroughly.
- Use of Orff instruments
Xylophones and metallophones are used in this piece but can definitely be translated to glockinspiels and marimbas. Not all students will play their own individual instrument from home so the use of Orff instruments allows those students to be included.
- Body Percussion
The Orff approach uses the idea of body percussion as well as singing and chanting to learn melodies and rhythms. This approach can definitely be utilised in this arrangement. Learning the syncopated patterns can be first done through body percussion before being translated to the bongos or drums. Students who play melodic lines can also first clap out the rhythm to their part to ensure they end up playing the correct rhythm. A fun idea to learn this arrangement could even be to use body percussion to perform the rhythm of this piece! (e.g. Melody – clap, Harmony 1/2/3 – snap fingers, Bass Harmony 1/2 – stomp, Percussion – slap thighs)
- Simple Key
This arrangement is in the key of A minor which works well with both instruments that play at concert pitch and transposing instruments. Xylophones will need to change the ‘F’ to ‘F#’ and it won’t be necessary to change it for the duration of the entire arrangement.
- Rote Methods
The different parts can easily be taught using rote methods. Learning the rhythm through body percussion can then be translated to singing the melody before learning it on their respective instruments.
Audio files are also provided if students choose to learn aurally. The audio files are of each individual instrument so students can play along.
- Bordun
Bordun Bass that can be played by any instrument. Consists of an alternating (I-V). Many of the harmony parts are also based around the Bordun Bass.
- Patterns
There are patterns in all parts however only notated for the bongos. Two patterns, also notated graphically are provided which allows students to learn the rhythm without reading or learning traditional notation.
- Improvisation
Improvising can be an intimidating concept for students however, this arrangement allows for students to improvise with ease as the notes in which the improvisation is to be loosely based around are given. There is also always a constant accompaniment in the background to support the student improvising. All students will get the chance to improvise in this arrangement for as short as 4 bars or even longer if they desire.
Graphic Notation
Previously mentioned in the post from 08/10 (MBA #8), two different types of graphic notation are provided; TAB and Drum Grid. Providing any form of graphic notation whether it be the ones that I have notated or even melodic patterns, guitar chord diagrams etc. are essential as not all students will be able to read traditional notation. Graphic notation is easy to follow and also ensures that all students with any level of music knowledge can participate in the whole class arrangement.
Instrumentation
In this arrangement, I have decided not to arrange for particular instruments (aside from Piano and Percussion instruments (but these are a guide, different variations are definitely possible)) but rather for Melody, Harmony, Bass Harmony etc. I chose to arrange in this method to allow for any classroom instrument to play any part they choose to.
- Percussion
The use of both tuned and untuned percussion instruments are included as not all students play musical instruments. The tuned instruments include the Orff instruments; xylophone and metallophone but the glockenspiel and marimba can also definitely be used. Untuned percussion instruments; bongo (or similar) and maracas (or similar) are also included. All students by this stage will have knowledge on how to play any one of these instruments. The original piece did not include any percussion instruments but by arranging percussion into this version, it shows students how to compose for percussion instruments.
- Concert Pitch + Transposing Instruments
Scores are provided for both instruments which read at concert pitch and for transposing instruments (Bb, A, F, Eb included). Again, this ensures that students who play transposing instruments are included and also teaches students how to compose for transposing instruments. There is also a part for instruments which read Alto clef (e.g. Viola).
- Advanced + Simplified Versions
In a classroom, there is always a mixture of students which can play their instrument at a different level. Therefore, arrangements are made to suit students of any level; advanced versions for students who want a challenge or are very talent and simplified versions for students who are just learning to play an instrument.