%UHQU -RQDWKDQ+XJK D2 HDV\DQ3 IX2 VRQ4 I576 \RXQ4 SHRSOH 1 /RY 7 +LGH

Transcription

1 1!"#$ %& %&& )+*-,-*/.0, & /RY 7 +LH D2 HDV\DQ3 X2 VRQ4 576 \RXQ4 SHRSOH >A?@BDCE8A9HA?::?JCEA9K8J>L9M 89:;<=?>@ :NK?O=7A9K=QPO>LMREEAO=7@B/SRL?;@PEOET?<8MA?O A9= E\ %UHQU -RQDWKDQ+XJK

2 WV \\ \ XY [ [ \\ Piano VW 5 VW\\ 1 XY Youll m [ Modatel fast, ^_= 104 ntroduction J [ [ \ love gog Love To Hide [ [ hide! not! C [ me! ou, [ \ ll a song b Brent & Jonathan Hugh ldian mode, triple subdivisions J [ One, m look two, three, m our [ four, five, not he six, whe whe 11 [ \ sev - come oull ou en, eight, ne, he al - was ten. come. look. hide. Youll m [ [ \ [ \ love gog [ hide! not! C [ me! ou, ll J VW\\ [ [ [ \ ten. come. 17 One, two, m look three, m our four, not clos - five, he et six, whe whe sev - come oull ou en, eight, he al - ne, was look. hide.

3 Love To Hide, page 2 5.Youll nev fd me, m m tent whe oull nev me. repeat) 6.Youll nev me, m und the table whe oull nev look. repeat) 7. see our feet the! Und the table--there stickg right out. repeat) 8.Youll nev me! m keepg so quiet, m hidg so well. repeat) 9.m gog ou! hear some strange noises, hear them so well. repeat) 10.Youll nev me! Dont look m bedroom m he the hall! repeat) 11.Now have caught ou! caught ou, caught ou, fall caught ou! repeat) Jonathan loves pla "Hide and Seek" me than anthg, so we wrote this song about it. As with all the Music Q Songs, most of the fun is makg our own vses. The vses given he are just examples.

4 Love To Hide, page 3 The The These songs f oung people came about as a result of m docral research at the Univsit of Missouri-Kansas Cit Consvar of Music music prefences of diffent age listens. This research had some v surprisg and testg conclusions about how help oung people become me natural and spontaneous musicians. Briefl, the research showed that: Music prefences become me set with age; f the genal population of school children, music prefences seem become quite set b the age of 15 so. Howev, students oung than this age are amazgl open man diffent kds of music. n genal, the oung the student, the me open the student is new kds of music. This hardeng of musical taste with age is surprisgl!) an imptant part of the learng process. Without this development of defite musical prefences, refed taste and discrimation cannot develop. n some groups i.e., traed musicians) the hardeng of musical prefence happens at a much slow rate. Musicians ma be quite open new musical stles, even their twenties and thirties. The are surprisg benefits developg an test a broad range of musical stles. 1) Musical prejudice is strongl associated with social prejudice; breakg down musical prejudices is a powful wa start breakg down cultural prejudices such as racism and sexism. 2) The musicall cultured pson the U.S. and, apparentl, most Westn/European countries) is no long a classical music snob, but a musical omnive who appreciates qualit an kd of music from bluegrass bebop Baroque opa. Although hardeng of musical taste with age is evitable, it is advantageous slow down the hardeng of prefence as much as possible. This is the wa that the broadest, deepest, most profound, and most detailed knowledge develops music and oth areas of knowledge, as well). The reason f this is rath simple: knowledge is a "pla of diffences". The pson with a broad musical taste has a wide field of diffences which place an new piece of knowledge; new knowledge is seen comparison and contrast with man, man previous areas of knowledge. Because of this broad range of similar but contrastg knowledge, the new knowledge is undsod both great depth and great detail. stance, first grads a school we divided three groups. roup 1: Traed sg maj kes roup 2: Traed sg maj & m roup 3: Traed sg maj, m, modal scales. Aft a ear of this trag, students roup 3 sang songs maj kes bett than students both roups 1 and 2--despite the fact that roup 3 had spent less tal time sgg songs maj kes. roup 3 undsod maj kes bett because the had seval similar but slightl diffent thgs m scales, modal scales) as a basis f comparison and undstandg. A similar stud volved students learng songs usg diffent rhthms. roup 1: Sang 2/4, 4/4 roup 2: Sang 2/4, 4/4, 3/4, 6/8 roup 3: Sang 2/4, 4/4, 3/4, 6/8, 5/8, 7/8, changg mets Aga, roup 3 outpfmed both roups 1 and 2, even sgg songs 2/4 and 4/4. roup 1 was the wst of the three groups at sgg songs 2/4 and 4/4, despite the fact that the had been "specializg" sgg these songs f an entire ear. Research shows that children learn music exactl as the learn language. That is sa, learng starts with listeng--f man hours and ears. Learng then progresses durg a long stage of listeng, imitatg, and expimentg, durg which skills are progressivel refed. n language development, this begs with "bab talk", progresses simple sentences, me complex sentences, and ends with fluent speech. n musical development, the imitatg and expimentg stage of learng is best approached through sgg--lots of sgg, man diffent scales, modes, and mets. Unftunatel, our popular and mass media musical culture favs a quite narrow range of music. Ov 80% of music on radio, television, and the movies is maj kes and 2/4 4/4 met. Ov 90% of music elementar school music books surveed was maj and 2/4 4/4. Ov 90% of song pics on radio volve romantic love and/ sex not onl is this pic of little test oung children, but even wse, the fixation on this one area of life--admittedl a v testg one old age groups--locks out expression of the dozens of human feelgs and emotions that oung children should have the opptunit feel through music). The Practical Application What are the practical results of these ideas f parents and teachs? Young people need be exposed a wide variet of music, first b listeng and then b sgg. The should listen and sg music a wide variet of scales, modes, mets, rhthms, and tempos. The should listen and sg music expressg a wide variet of feelgs and emotions and from a wide variet of musical stles. Children should start listeng this variet of music at a v oung age; the old the child the me set the prefences. Parents and teachs--who detme the listeng agenda f oung children--are old and, so, almost alwas set their musical opions. Adults should realize that much music their children should be listeng is gog sound strange, bizarre, off-beat, weird, just not testg the adult. Although adults who keep an open md can develop new music prefences, o, and dog so is good f the adult f the same reason it is good f the child.) Wld musics, jazz, classical music, musicals, religious music, folk music, popular music from diffent as 1940s, 50s, 60s, 70s, 80s, 90s) are all quite easil available and can help round out our childs listeng. f ou start when our child is oung, ou will fd the child surprisgl open a variet of musical stles. You ma fd that it is eas wk a variet of music our dail route if ou make music a functional part of our activities. Associate specific CDs songs with cta activities. stance, whenev oure cleang up the front room, put on that "Classical Music of ndia" CD. When oure dog dishes, listen a Big Band CD and while takg a bath, a Beethoven Smphon. Have cta songs ou sg while oure gettg read f bed, combg hair, gettg dressed. "Music help with an activit" is the wa most ev culture throughout the ages has used music, and ou will fd that usg music this wa helps our child and ou!) keep on task, regulate emotions, and enjo route bg activities. Music diffent modes and mets suitable f sgg b children is quite difficult fd. Most childrens songs are maj kes and 2/4 4/4 mets. The is nothg wrong with these songs, but it would be ideal have children sg and hear a wid spectrum of nalities and rhthms. M stud on changeabilit of music prefence volved 682 adults and public school students. Edw don has spearheaded novative research some of which is mentioned above) on the language model of music learng and the benefits of teachg oung students sg a variet of scales, modes, rhthms, and mets. See M conclusions, summarized above, rel on the wk of man, man researchs--far o man be cited on this brief page. A complete list of studies cited can be found at oz.sunflow.g/~bhugh/musiciq.spm.

5 i a e a l Love To Hide, page 4 The Songs With these ideas md, began makg a sies of songs f m four-ear-old son Jonathan. The are designed be a variet of scales, modes, rhthms, and mets--the ones found less often the usual childrens songs. The we made fit specific tests of Jonathan, and fact he helped choose the pics and wds f man of them. At the same time, the songs are designed be flexible and adaptable, so that teachs, parents, and children oth situations can use the tunes and adapt the wds their tests. n particular, have tried give enough options make the songs useful at home, at school, and at camps. n addition, have tried give options make the songs simple enough be sgable b oung children, et fun and engagg f old children as well. Teachg this song You might tr chantg the wds as well as sgg them. Clappg patschg clappg hands agast legs) can also be fun. Teachs parents who havg difficult mastg the rhthm melod of the song should listen the recded vsion of the song seval times dail f a piod of das a few weeks. The music, tnalized this wa, will become much easi grasp and teach. adults, the ma difficult this song will probabl be sgg B natural rath than B flat measures 9 and 17), because the B natural sounds unusual ears brought up on music written the maj scale. The ke signature f this piece is no sharps and no flats, which is the ke signature f ldian mode, so B natural is the crect note these measures.) Recdgs of this and oth Music Q Songs can be found at mp3.com/musicq. The Accompaniment The first left-hand note of each measure can be brought out slightl; these notes fm the bass le. Usg pedal will help brg this bass le out. f the left-hand accompaniment is difficult f ou, ou can pla simple block chds the left hand. The ree Music Philosoph This sheet music is distributed und the ree Music Philosoph see Pmission cop, modif, and distribute the musical composition and lrics this sheet music is given f noncommcial use. Basicall this means that this music is reproducible f an nmal home, school, camp use. You ma make copies and give them friends. You ma post copies of the music on the tnet, as long as ou do not charge f downloads. You can make arrangements of the music, recd it, change alt the wds, and so on, as long as it is on a non-commcial basis. stance, schools, camps, da-care cents can cop the music, just the wds, and give a cop each student. f ou wish suppt the compos of this music, the best and easiest wa do so is visit one of the tnet sites listed below and listen some music purchase a CD. ntnet Sites mp3.com/musicq - free downloadable Music Q recdgs, CDs, free Music Q sheet music, and fmation. mp3.com/brent_d_hugh - classical piano recdgs b Brent Hugh mp3.com/vicrianchristmas - Vicrian-a Christmas Carols oz.sunflow.g/~bhugh/pathetic.spm - various sheet music, recdgs, and oth music-related items--man free f the download--b Brent Hugh --Brent Hugh 0X` V Lbdc l Q pt,f pxw 6Rg Qh su{ v k~ JV s O j k lsm n o q k r sut k k q v r } s l QH pp L H VpR L L PXVL zr \ RXQ SHRSƒH Text and Music Copright 2001 b Brent & Jonathan Hugh 5916 Arlgn Ave, Rawn, Missouri USA bhugh@oz.sunflow.g mp3.com/musicq