NO PLACE LIKE For children s voices And/or piano/classroom percussion KERRY ANDREW
NO PLACE LIKE For children s voices and/or piano/classroom percussion Written or the BBC s Ten Pieces Scheme, and premiered in the children s voices and SATB choir version on uly 23 rd 2017 at the Royal Albert Hall, London, or the BBC Proms. *** I come rom the Big Bang. My home is down the road, up the hill, ar away My home is an estate on a arm by the sea My home makes me eel like me The heart o the galaxy My hometown is my hometown Where the root o the rhythm comes rom It s somewhere I know like the back o my hand Home is where the sound is It s a village, it s a town, it s a city It s a city, it s a country it s the world Home is where the love is. Lyrics by primary school children across the UK, adapted by Kerry Andrew Duration: 3 approx.
NOTES Key spoken; higher or lower crossheads give a rough indication o shape, but they should be within spoken range inger click hit chest clap stamp (R right oot stamp, L let oot stamp) Movement Notes Letter A: Right orearm horizontally down in ront o chest on B ; on the irst K, orearm comes up so that it is vertical, to the side o torso, with palm acing audience. Let hand then claps the back o right palm on the three clap symbols. This movement happens in each bar with the clap symbols between letter A and B. should do the same movements as in the bars where the clap symbol appears. Letter B, Group1 and SATB Choir: Right hand hits chest and right hand click out to the side. Letter B,, and Letter D: Village Town City Country World palms in ront o torso, ingers meeting like a church steeple hands move outwards so that each orearm is vertical and either side o torso hands/orearms move up, to be more like skyscrapers! bent orearms move outwards, still above heads, palms acing audience hands oin to make circle above head
Letter D, SATB Choir Right/let stamps; right hand chest on right hand click out to the side. Extra NOTES and suggestions: This piece is to be accompanied by either piano, classroom percussion, or both! Classroom Percussion: This has been divided into TUNED and UNTUNED percussion, but what instruments you choose or your perormance is up to you. TUNED percussion might include glockenspiels, xylophones and chime bars. SUSTAINED TUNED percussion (or the opening section) excludes xylophones. You might use keyboards or this part, too. UNTUNED percussion is everything else that is not speciically pitched. The threeline stave is to give a rough suggestion o low/middle/high sounds, but the actual instruments chosen are down to you. They might be drums, wood or metal or a mixture. These parts are very lexible; you might choose to use percussion in certain sections but not others. You might choose ust to use the untuned parts in one section, and the tuned in another. You could use percussion instead o the beatbox part i you like. Hometown Sounds Section: This should be inspired by sounds rom your own hometown eg where your school is based. Brainstorm sounds that you hear in your hometown can you think o any that are very speciic to your hometown that you can t hear anywhere else?
(eg Arsenal ootball chants, Morris dancers, the bell o a particular actory on Tuesday mornings, etc) Find ways to make these sounds using your voices/classroom percussion Choose the best and most distinctive sounds (I d suggest about six, but it s up to you! You could have one or each child!) and work out how to make them into a MUSICAL LOOP (also known as RIFF or OSTINATO) that its into a beat bar. For more variety, you could have some loops that are 2 or 8 bars. Build these up as a class. Which loop should come irst? Do they complement each other? Are they contrasting sounds? Do they appear at dierent times within the beat bar? You might need to choose a very regular, simple loop to start o with, so that all the others can gel with it. You might have some loops that are very ree I d suggest adding those towards the end o this section. You might have a VERY ree section here with no pulse at all, simply building up sounds in a loose way. Ways to develop this urther: Go on a class soundwalk around a part o your hometown. This involves walking without talking or a certain amount o time, noting down sounds that you hear. Make a visual soundmap to represent your hometown s sounds. (Google the Sensory Trust or their ideas.) Develop this urther by responding to it with voices and instruments. Design a soundwalk or others to do around your hometown (Google su.ca and Salzburg Soundwalk or an example). Record your sounds (The Zoom recorder is a good piece o equipment that schools oten have). I you have the sotware (eg Garageband), you could make an audio soundmap, blending the best recorded sounds. Imagine making a ourney or someone s ears. (Google Our Fair Isle Sounds
CHROMA to ind one that children on Fair Isle, the most remote part o the UK, made). You might like to look up Radio Aporee online it is like Google Earth but with sounds, and anyone can add them! You might even be able to add to it.
No Place Like Commissioned by BBC Ten Pieces or Molly and Imogen Snow Lyrics by UK primary school children and arranged by Kerry Andrew Kerry Andrew All q 90 m We come rom the Big ªA m bright, springy 16 Ó Ó Bang My home is down the road, up the hill, ar away, Percussion Sustained percussion only play these notes, in your own time (dierent players can play at dierent times, so that notes overlap) 16 Percussion rustling sounds, sustained sounds, magical sounds 16 Piano & # # Ó 16 m?# #? w & w w & 16 keep ped. down? All 8 p m w Ó 16 w My home is an est ate, on a arm, by the sea p play any o these notes, in your own time (in any order 16 n / rustling sounds, sustained sounds, magical sounds 16 rustling sounds, sustained sounds, magical sounds w?# # w Ó 16 & w? w 16 w w n
2 All 1 m Ó Ó My home makes me eel like me, The heart o the galaxy. â ä n?# # w w w w w w with ped. n Ó n n 19 A See movement notes Ó < ªA ªA ªA Ó < ªA ªA ªA Ó < ªA ªA ªA Ó < ªA ªA ªA See movement notes beatbox B ªA ªA ªA ªA ªA ªA ªA ªA ªA T K T K B T K T K B T K T K B T K T K ªA ªA ªA Any tuned percussion 1 2 3 + 1 2 3 + + 1 2 + 3 + 1 2 + 3 + 1 2 + 3 + 1 2 + 3 + & # w # w w w m?# # ø with ped.
3 23 < ªA ªA ªA ªA ªA ªA (claps stop) Ó Ó < B ªA ªA ªA My ªA ªA ªA (claps stop) hometown is my home town, T K T K B T K T K B T K T K 1 2 3 + 1 2 3 + + 1 2 3 + 1 2 + 3 + 1 2 + 3 + 1 2 + 3 +?# # 26 B Where the roots o the rhy thm come rom, It's T K T K B T K T K 1 2 3 + + 1 2 3 + 1 2 + 3 +?# #
28 < ªA ªA ªA somewhere I know like the back o my hand, B ªA ªA ªA T K T K B T K T K 1 2 3 + + 1 2 3 + 1 2 + 3 + 1 2 + 3 +?# # 30 < ªA ªA ªA < ªA ªA ªA ªA ªA ªA Ó Ó Ó B ªA ªA ªA ªA ªA ªA T K T K B T K T K B T K T K ªA ªA ªA It's the 1 2 3 + + 1 2 3 + 1 2 3 + + 1 2 + 3 + 1 2 + 3 + 1 2 + 3 +?# #
33, one place, the on ly place, A hive o peo ple bu sy as bees, Ó B T K T K B T K T K B T K T K 1 2 3 + 1 2 3 + + 1 2 3 + 1 2 + 3 + 1 2 + 3 + 1 2 + 3 +?# # Ó 36 Ó Ó We are a comm un it y. Home is where the B T K T K p Y Ó shhh Home is where the 1 2 3 + + 1 2 + 3 + / rustling sounds, sustained sounds, magical sounds Ó?# # mp
6 B See movement notes 39 < < < Home is where the Home is where the Home is where the < It's a See movement notes village it's a ci ty it's a 1 2 3 1 2 3 1 2 3?# # Ó with ped. m 2 < < Home is where the Home is where the sound is Home is where the country it's the world It's a village it's a 1 2 3 1 2 3 1 2 3?# # w
7 sound is Home is where the sound is Home is where the sound is Home is where the city it's a country it's the world Home is where the 1 2 3 1 2 3 1 2 3?# # * C HOMETOWN SOUNDS SECTION BUILD UP YOUR OWN LOOPS! Use inspiration rom your own home town to make short loops to be built up as a class. (See notes) All 8?# # Use a clear signal to stop the whole class at once.
8 All 0 D see movement notes with energy Ó It's a with energy with energy with energy & w?## ww keep ped. down? All 3 I vil lage, it's a town, it's a cit y, it's a ci ty, it's a coun try, it's the world, It's a?# w # w
I I I VILLAGE TO WORLD CANON Turn the line into a canon o up to parts! The simplest are and 3. 9 All enters Group 3 enters Group enters village, it's a town, it's a cit y, it's a ci ty, it's a coun try, it's the world, it's a w m?# # w w All 7 with ped. vil lage, it's a town, it's a cit y, it's a ci ty, it's a coun try, it's the world, It's a All w # cresc.?# # w 9 vil lage, it's a town, it's a cit y, it's a ci ty, it's a coun try, it's the world, It's a w #?# #
10 All 61 inal time: each part to end on the irst city. Group 3 Group vil lage, it's a town, it's a cit y, it's a cit y, it's a cit y, it's a cit y, Home ALL Ó is where the #?# # & & SHOUT FOUR DIFFERENT THINGS! All 63 Choose our things to complete the sentence 'Home is where the is. They need to be able to it into a crotchet beat. RH ist across chest, remain in this position shouted shouted THE LOVE IS! No place like Ó Ó Ó? Ó Ó