Session 3: Retrieval Format: Systematic Notation for Folk Music Transcription & Analysis

Transcription

1 Session 3: Retrieval Format: Systematic Notation for Folk Music Transcription & Analysis The Retrieval Systematic Notation for Folk Music Transcription & Analysis Why re- notate songs and rhymes?! To make them your own.! Exercise you own musical judgment.! To standardize the notational format within your personal song collection.! To facilitate analysis and systematization. Title possibly two, one with meaning for you and one alternate title underneath Source Information! Printed Sources: Author/Editor. Title. City: Publisher. Date: Page.!Recorded Sources: Artist. Title. City: Label. Date: Track #.!Live Sources: Informant. Location. Performance. Date.! See also: If other sources are known but were not the primary one used to create this retrieval, they are listed in a similar fashion under this heading. Tone Set!Solfa for each pitch found in the melody.!arranged left to right = low to high.!underline final pitch.!leave gaps for missing pitches. C.S.P = Comfortable Starting Pitch! A range of appropriate starting absolute pitches given the full range of the melody for children. Scale If there are gaps, the song is tonal. If there are no gaps, the song is chordal. - 2 pitches: bi - 3 pitches: tri - 4 pitches: tetra - 5 pitches: penta

2 - 6 pitches: hexa - Songs based on do that include ti but are missing other tones are considered to be incomplete major. - Songs based on la that include so/si but are missing other tones are considered to be incomplete minor. - Example: drm sltd = incomplete major - drmfsl = do hexachord Modes: o Do=Ionian/Major o Re=Dorian o Mi=Phrygian o Fa=Lydian o So=Mixolydian o La=Aeolian/Minor o Ti=Locrian Mood/Tempo Should indicate the comfortable singing tempo. Beat note should match the time signature. May be a range of beats per minute. Could also be a general mood (lilting, gracefully, sweetly) or a tempo description (andante, allegro, presto). Meter Never take a meter signature at face value. Sing and listen for natural word stress. Sing and conduct to confirm the time signature. Melodic Form Use lower case letters to show melodic phrases as musically felt. Use a when the beginning of a line is different. Use av if the end of the line is different. *Think like your students that will be analyzing with you. Game Directions! Formation for the start of the game (single circle, double circle, long set of partners, etc.)! Movement or game directions by measure, phrase or section as appropriate.! Enough detail for someone who has never seen or played the game to be successful. Themes List a few themes for the song. Be BROAD (ex: animals, food, nature, transportation, etc.) This will facilitate lesson planning later!

3 Roles Does the song include roles to be played out by the students? For example: Farmer in the Dell includes many roles farmer, wife, many animals and the cheese. King s Land includes a king and the subjects. Style/Type Describes the genre or style of song (nursery or jump rope rhyme, game song, ballad, work song, etc.) Some Possible Song Types: Action Animal Song Ballad Blues Canon Carol Ceremonial Chant/Rhyme Children's song Comic Counting Courting Cowboy Cumulative Dance Dialogue Folk Hymn Freedom Holiday Song Hymn Lament Lullaby Nonsense and play Nursery Rhyme Patriotic Play Party Riddle Ritual Sea Shanty Singing Game Culture Only list if you know it, but do your research! You may have to leave it incomplete at this time, but be on the lookout for more primary source information. Geography Only list if you know it, but do your research! You may have to leave it incomplete at this time, but be on the lookout for more primary source information. Difficulties Indicate any technical considerations that may be a challenge to learners. Other Anything important to indicate but doesn t necessarily fit elsewhere on the form. Indicate presence of repeat signs, first and second endings, fermatas, slurs, ties, etc. Patterns Melodic and rhythmic patterns list all extractable patterns you plan to use when teaching the song.

4 Classroom Use List specific pedagogical use in the classroom. What will you teach from this song? What concepts will you be searching your collection for later? Consult examples of Kodaly sequences, and district, state and national music standards. Notational Considerations Meter Never take a meter signature at face value. Sing and listen for natural word stress. Sing and conduct to confirm the time signature. Phrase Length Use the text to determine the typical length. Often the same length in folk music. Measure Size Align measure vertically across the page. Line up the bar lines. Facilitates analysis of the song. Anacrusis Place pick- up notes to the left of the first bar line on the line where those words belong. Rhythm Stems only except in the case of longer note values like half notes and whole notes. Melody Solfa syllables directly under the correct rhythms. Text Word syllables under the appropriate rhythm. Separate word syllables with a hyphen. Notate only the first verse under the stick rhythm and solfa notation. Text: Additional verses Verses two and beyond number verses as appropriate. Printed text is same phrase lengths as notation. Underline syllables that fall on the down beat of each measure. Repeated chorus or refrain does not need to be printed multiple times but should be indicated.

5 Corresponding Resources As you discover new songs and rhymes, and re- discover known songs and rhymes, you will come across corresponding resources that can be extremely helpful to remember when lesson planning. List those resources here could be a recording, Youtube video, children s literature book, website, etc. Socio- cultural Considerations As you collect song and rhyme material for your students and classroom, record why this selection is appropriate for your classroom. If you collect a song from a child, parent or colleague, record that here as well. If changing social or cultural norms are challenged by the song or rhyme selection, record how you intend to address these challenges when you apply this song in your classroom. Examples: issues regarding religion, gender, race, ethnicity, sexual orientation, class, etc. Example: Teddy Bear how will you address say your prayers? Taking Credit! From the Collection Of:, year. Janell Bjorklund, 2015! Indicates your work and the addition to your personal collection.