Sunday, January 19, 2014

American Vernacular Music-2


This week’s collection of pieces included music used for social dance and Tim Pan Alley.  My reflection on each piece is as follows:

I found "Castle House Rag" to be a bit "busy" for my taste.   The syncopated rhythms were homophonic. They were performed on the melodic and percussion instruments which contributed to the  "business" of the piece. However, the quick moving, syncopated rhythms found throughout the piece and particularly in the "A" section of the piece are typical of ragtime.

"Tiger Rag" was lively and held the listener's attention with various surprises throughout.  In the beginning, theme was introduced and repeated. The clever use of rests were effective in variation.  The percussive slaps and slides performed by the clarinet and trombone were playful and also effective.  The ending combined two of these elements for a strong finish (Percussive slap, rests).

"Dipper Mouth Blues" gave a more relaxed tempo in comparison to the other selections for this week. The polyphonic nature of the "A" section gives way to a standard verse-accompaniment form in section "B" with the clarinet taking the first solo.  Section "A" reappears to prepare the "B" section, which supports a trumpet solo.  This piece could be classified as easy listening.

"East St. Loius Toodle-oo" was the one of the selections this week that began in a minor key, which gave a particular feel for the introduction.  Throughout the piece you could hear the alternation between major and minor modes.  This was probably the most effective method of the module. There was also a playful exchange between solos and accompanying duet lines.  The piece was also unique in this week's collection as it had a ritardando to conclude the piece.

“My Blue Heaven”, caught my attention right away with the cello solo.  The contrast between the legato melody of the cello and the backbeat created by the chords of the piano made a soothing combination. The alternating dominance of the voice and the complimentary instrumentation added to the beauty of the piece.  This first occurs when the voice improvises a melody to support the cello solo in the first refrain.  In the last refrain there are “bird sounds” that take over the melody and once again, the voice accompanies the melody.

There were two versions of, “April Showers”. This piece was similar to “My Blue Heaven”.  Both would be classified as vocal music and like “My Blue Heaven”, “April Showers” has a reoccurring refrain and a prominent melody laced with leaps and sustained notes to produce a very singable line.  Personally, I enjoyed the second recording more than the first. Al Jolson’s vocal performance in the first recording was very theatrical. It was a bold choice and a direct stylistic contrast to the accompaniment. Other differences found in the 1932 version include: No melodic material from the song in the introduction, a slightly dramatic vocal, and spoken text in the repeated refrain.

“How Deep is the Ocean” is the other example this week that begins in a minor key. Bing Crosby is a classic crooner and gives a nice, smooth vocal performance.  His tone is rich. His diction in clear which is important for the lyrics and his expressiveness is what sets him apart as a singer.  The way in which he seems to elongate certain words and his selective vocal inflection in certain places makes the song come alive. This piece, plays with different modes but tends to stay primarily in the minor key, unlike "East St. Loius Toodle-oo" which alternates between major and minor keys.

“I Got Rhythm” is a classic Tim Pan Alley piece and because of its popularity, I found this version refreshing.  Upon hearing the introduction with the full orchestra and the slightly held chord before the vocal entrance, you understand Ethel Merman wanted to make an impact with her recording. The vocal enters with the verse instead of the refrain and takes a slower tempo making the introduction more dramatic.  When the refrain comes in, we hear a switch to the up-tempo that most are accustomed.  After the second refrain Ethel makes another change.  She sustains a high note at the end of the line, “Who could ask for anything more?”  The tempo slows while approaching the final big high note.



Sunday, January 12, 2014

American Vernacular-1

This week began with nine very different musical selections to reflect on for the introduction of this course. Since my book has not yet arrived, I have had  to listen to the selected pieces on youtube and have read the uploaded pdf,  Popular Music in School: Remixing the Issues by R. H. Woody. There are both differences and similarities between the nine musical examples.  The music selections for week one are include the following:


The first two clear categories one could create after listening to this week's music examples are instrumental music and vocal music.  "Barbara Allen", "Long John", "Stack o'Lee", "Son De La Negra", and "Jeanie with the light brown hair" all have vocals, while "Soldier's Joy" and "Coo Coo" are entirely instrumental.  Unfortunaltely, " Enigue Nigue" could not be located on Youtube.  Even with in these categories there were audible differences that contributed to the uniqueness of the piece.  "Barbara Allen" was the only piece that was a capella. Another interesting element to this piece is that the melody line does not resolve back to the tonic, which effects the implied cadence on the end of certain phrases.  "Long John" was a chain gang type of song and was filled with of good deal of vocal 'grit' which you would expect with this type of song.  The rhythm played throughout imitated the sound of the hammer hitting the nails while working in a chain gang.  "Stack O' Lee" began with an upbeat rhythmic guitar introduction.  The voice of the singer was heavy and typical of traditional blues.  "Son De La Negra" began with trumpets and the classic mariachi band sound.  The vocalists were typical of this sound as well.  "Jeanie with the light brown hair" had a different emotion overall, which is probably due to the rubato sections of the piece.  Thomas Hampson sang with a very pure tone and performed with plenty of emotion.

Despite these differences, there were notable similarities among the pieces.  All the pieces that have lyrics told a story that was easy to follow.  The lyrics were detailed and illustrated the story well.  The music supported the lyrics in each piece.  In all the pieces the music had a detectable steady beat.  This point is significant because it makes it more singable and danceable.  Both are important points in popular music.

Woody raised several salient points on incorporating popular music in the music classroom.  One of which was to use cultural aspects to connect to the pieces.  For example, it might be interesting to explore "Stack O' Lee" and the story that inspired the song.  "Long John" would be a great piece to introduce the significance of the chain gang to American history. Another suggestion was to encourage the students to create popular music.  "Jeanie with the light brown hair" and "Barbara Allen" would be good listening examples as preparation for this sort of activity.