SAMPLE. Jeremy Woolstenhulme. Rain Festival. Steps to Successful Literature. Correlated with String Basics, Book 2, page 22

Transcription

1 M Stes to Successul Literature String Orchestra Grade SO3 $7.00 eremy Woolstenhulme Rain estival Correlated ith String asics, ook, age SAMLE Neil A. Kos Music Comany ublisher

2 Stes to Successul Literature resents excetional erormance literature concert and estival ieces or beginning to intermediate string orchestras. Each iece is correlated ith a seciic location in String asics Stes to Success or String Orchestra Comrehensive Method by erry Shade, eremy Woolstenhulme, and Wendy arden. Literature reinorces musical skills, concets, and terms introduced in the method. Sometimes, a e ne concets are included. hey are oicially introduced and described in the score and arts. he Comoser eremy Woolstenhulme received his achelor o Music Education degree rom righam Young University in 000 and a Master o Arts degree in cello erormance rom the University o Nevada in 005. Mr. Woolstenhulme currently serves as the orchestra director at Hyde ark Middle School in the Clark County School District o Las Vegas, Nevada, here he teaches aroximately 00 students daily. His orchestra as selected to lay at the 008 Midest Clinic, and in 00 and 0, at the National ASA Conerence. He has traveled ith his orchestras to London, Washington, D.C., oston, San Diego, Ne York, and Orlando, and in 0, he as a guest conductor or the Queensland Honor Orchestra at Griith University in risbane, Australia. Also in 0, he received a eacher o the Game aard resented by the University o Nevada, Las Vegas, MGM Resorts, Channel 8 Nes, and the Clark County School District. Mr. Woolstenhulme is a contract member o the Las Vegas hilharmonic. He is also the cellist or the Seasons String Quartet, and he erorms as a reelance musician at many entertainment venues in Las Vegas. He is a commissioned and ublished comoser and author ith a number o original and arranged orks or string and ull orchestra to his credit. Mr. Woolstenhulme is co-author, ith erry Shade and Wendy arden, o the highly acclaimed string method, String asics. Mr. Woolstenhulme and his ie aryn, live in Las Vegas ith their three children, Cadence elle, Coda lake, and Canon homas. asics About the Comosition Rain estival oers a un ay to reinorce syncoation. It also gives young layers the oortunity to create dierent moods and sounds outside the realm o traditional classical music. Lively and accessible ercussion arts included in this selection hel establish and sustain strong ulse. Rain estival orks ell as a concert closer, is a un os concert iece, and is a oular choice or recruitment erormances. SAMLE SO3

3 3 rogram Notes Make sure your umbrellas are close by! Rain estival brings a rainstorm directly to erormers and audience. hrough snaing ingers, izzicato, tambourine, conga drum, and rainstick, these secial eects and un ercussion instruments simulate a donour quickly seeing through an Arican village. ut once the storm subsides, get ready. It s time to march to the arty! he stoming o eet segues into the village estival celebrating rain and its imortance to all living things on our beautiul lanet. Stes to Successul Rehearsals. or the oening section eaturing inger snaing (or rainall eect), strive or random snaing that is not in temo or in sync ith anyone else. When dividing the sections, one choice is to have the back stands sna and the ront stands lay the rinted music. Another otion is to have inside layers rom each stand sna and outside layers rom each stand lay. he latter otion oers a better mix and delivers a more realistic rain sound to the audience. I your orchestra is less exerienced the irst otion may be the best choice so that less conident layers are more successul.. Students must learn to count silently at the beginning so that the orchestra remains together. With hole notes and rests, it becomes easy or them to zone out and not count! During the rehearsal rocess, have all students lay the hole notes by lucking as it orces them to count through the hole notes. 3. Regarding Wood locks ercussion art or measures, the only instrument laying is either rainstick or ind chimes. I using ind chimes, assign it to the ood block layer. I using a rainstick, have the bells layer lay it. I using multile rainsticks, ass some out through the orchestra and instead o snaing, have them lay rainsticks I you don t have access to a rainstick or to, consider asking or some student volunteers to make some rainsticks. Visit one o the olloing ebsites or rainstick-making instructions:.exloratorium.edu/rogs/rain_stick/index.html.enchantedlearning.com/crats/music/rainstick/.voices.yahoo.com/ho-musical-rain-stick-crat-roect-or-3638.html he art is otional. It can be layed on keyboard, esecially during rehearsals.. Measure indicates an Accelerando oco a oco. his is a ne term, not introduced in String asics, ook. In this iece, the accelerando ill haen airly naturally and it s recommended to ust ush it ast enough to be the ne temo at the Moderato (measure 5). Note the time signature change ith students rior to their sight reading exerience. 5. he iano dynamic at 3 adds a striking contrast to the song i the violins ill lay sot enough. Ater that have the cellos and bass come in really strong at 7 by adding lots o eight to the ti in their entrance. 6. Measure 59: Allegro initiates the rain estival arty. he temo indication oers a range q = 0 3. Choose a temo that doesn t comromise the rhythmic recision o your orchestra. Note the time signature change ith students rior to their sight reading exerience. 7. he ood block/temle block art has a rhythm beginning in measure 60 that has not been. oicially introduced in String asics, ook. Write the (m. 60) beats and rhythm combination on the board or the entire class to learn and have them count aloud to ensure understanding and success. 8. Measure 78 oers the melody to the nd violin section. he st violins have a high descant, and as they lay it, must be able to hear the melody. It s easy or a higher itched art to cover the melody, so send time orking on ensemble balance. And, it s alays good to encourage the nd violins to really lay out and have their turn to shine!samle SO3

4 9. he dotted and accented quarter notes such as those on beat 3 o measure 89 need to be short and the bo needs to come o the string like in measure 89. Have students o the bo o the string ith a strong accent. 0. or added un and eect ater the ercussion solo at measure 97, have students add arty shouts and noises as they stom eet.. Measure 98 signals a key change to G Maor rom D Maor. e sure to highlight this ne concet to students rior to their sight reading exerience.. Measures 09,, and 3 are great laces to ractice the accent and dot oing the bo o the string since everyone in the orchestra has that marking on beat 3. Instrumentation List (Set C) 8 st Violin 8 nd Violin 5 3 rd Violin (Viola. C.) 5 Viola 5 5 String ass (Otional) Drum ambourine Wood locks, emle locks, or Clave ith Rainstick or Wind Chimes ull Conductor Score Additional scores and arts are available. o hear a recording o this iece or any other Kos ublication, go to.kos.com. SAMLE SO3

5 Accel. oco a oco = getting aster little by little ull Conductor Score Arox. time :00 Arox. time - :00 Violins Viola String ass (otional) Drum ambourine Wood locks, emle locks or Clave Andante {q = 80} Andante {q = 80} / o section sna ingers raidly until m. / o section sna ingers raidly until m. 5 / o section sna ingers raidly until m. 6 / o section sna ingers raidly until m. 7 (ot. Rainstk. or W. Chimes) Rain estival Correlated ith String asics ook, age 3 æ 5 eremy Woolstenhulme SAMLE 0 Kos Music ress, Neil A. Kos Music Comany, Distributor, 38 utland Drive, San Diego, Caliornia, 97. International coyright secured. All rights reserved. rinted in U.S.A. WARNING! he contents o this ublication are rotected by coyright la. o coy or reroduce them by any method is an inringement o the coyright la. Anyone ho reroduces coyrighted material is subect to substantial enalties and assessments or each inringement SO3

6 6 amb. amb. 8 5 All izz. æ All izz. 7 All izz. 8 æ æ 3 SAMLE 9 All izz. izz. SO3 SO3

7 7 0 Accel. oco a oco 3 amb. amb Moderato {q = 00} Moderato {q = 00} 6 Accel. oco a oco arco 7 SAMLE 8. 9 SO3

8 8 amb. amb arco arco x SAMLE 35.. arco arco 35.. SO3

9 9 7 amb. amb I x SAMLE SO3

10 0 amb. amb > > > I > > > () () () > > >.. 63 Allegro {q = 0 3} 59 Stom eet 59 Stom eet Stom eet Stom eet Stom eet Allegro {q = 0 3} Ó > > > > > > lay SAMLE > > > () () ().. SO3

11 9 amb. amb > > >...> > > >.. 65 > > > >. > () > > > (). () > > > > >.. 70 SAMLE > > >.. 67 > > > () () ().. 7.>, > > > >.. SO3 SO3

12 0 amb. amb > > >.. > > >.. 73 () > > > () ().. 77 > > >.. 7 > > > izz. 78 > > >.. 75 () > > > () ().. 79 SAMLE () > > > () ().. SO3

13 3 amb. amb > > >..... > > > () > > > () ().. () > > > () ().. 8. > > >.. 86 > > > > > > () > > > (). () SAMLE > > >.. SO3

14 amb. amb >,. > > > >...>.>. >.> > > > Solo > > > () > > > > > >.. (). (). 96 > > >.. 9 > > >.. 97 Stom eet Stom eet Stom eet Stom eet Stom eet SAMLE > > >.. n n n n n n SO3 SO3

15 amb. amb > > >.. > > >.. 99 È È È () > > > () ().. 03 > > > > > >.. 0 > > > () > > > () > > > () ().. () ().. 06 SAMLE > > >.. SO3 SO3

16 6 amb. amb () > > > (). (). 08 > > >.. > > >.. 09,.> > > > >.. 3.> >. > () > > > () () > > >.. > > >...>.> > () > > > 5 > > > > > > > > > > > > > > > > > > > > > > > > >. > > > () ().. SAMLE 6 > > > > > > Ó Ó Ó Ó Ó Ó > Ó > Ó > Ó SO3 SO3