Jazz Man” from Friday Afternoons, Op

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VII Title: “The Jazz Man” from Friday Afternoons, Op. 7 Unison treble voices with piano Composer: Benjamin Britten Text: Eleanor Farjeon Publisher: Boosey & Hawkes, 1936, 19388 Background Information: From http://w3.rz-berlin.mpg.de/cmp/britten.html: The renowned twentieth century English composer, Benjamin Britten (1913-1976) composed major works in all mediums. His operas include Peter Grimes, The Rape of Lucretia, Albert Herring, The Beggar’s Opera, The Little Sweep, Death in Venice, Gloriana, and The Turn of the Screw. Many of his works were written for the Aldeburgh Festival, which he and his lifetime companion, Peter Pears, founded in 1948. These include St. Nicholas, The Young Person’s Guide to the Orchestra, Spring Symphony the War Requiem and his closing masterpiece, String Quartet no. 3. From www.treblechorus.com/content/main/recordings.199610.htm: Britten wrote this collection for his teaching the boys of Clive House at the Prestatyn School on “friday afternoons”. A recording of this entire collection, sung by The Treble Choir of New England, can be ordered at this site. Musical Elements: Meter: 2/2 Tempo: Quick, with fire Form: Through Composed: Piano Intro, A (a/piano interjection b c d d1 d11) Piano Interlude B (a/piano interjection b c d e) Piano chord Tonality: A do with modulating phrases to B C and D ∫ ∫, , Phrasing and Harmony: Marked in the score Dynamics mf, f, ff Vocal Technique Elements: Range: e – f1 ∫ Tessitura: a- e1 Pitch set: Melody - A do: Fi1 S1 L1T1 D R M F S L ∫ Rhythm: Harmony ç,: piano Ç, accompaniment∂, Î , ß , Í creates some dissonant harmonies along with traditional functions Text: Fun description of a one-man Jazz band by Eleanor Farjeon. Elements Related to Teaching: Appropriate Grade Level: Advanced treble 5th – 8th Difficult Sections: modulating phrases, octave leaps, and articulation of diction throughout. Possible Teaching sequence: Objective: To perform modulation using movable Do and spirited articulation of the words. Warm-up activities need to include half-step preparation and articulation exercises. Motivation: Explain that students will be changing keys or modulating as they sing from hand signs. Teacher uses right hand to sign d r t1 d l=s in left hand, left hand continues s fi s l s s s l t d1 l = s in right hand, right hand continues, etc. Procedure: Students clap and say rhythm patterns from overhead derived from score and then sing phrases from sol-fa marked in score on overhead. (Divide this into two or three practice sessions.) Speak words with accents and dynamic markings. Practice octave leaps using sol-fa in correct rhythm. Add words. Add the accompaniment. This piece would need 4-6 15-minute rehearsals to learn. .

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