Mind Map Gallery Michael Dennis Browne the Road Home
This is a mind map that contains information about Michael Dennis Browne.Edited at 2020-10-12 05:48:36
Michael Dennis Browne the Road Home
Written By: Michael Dennis Browne
Desire for Simplicity
Achieved through noncomplex poetry
Poetry is very straight forward and easilyunderstood. Allow class to come to agroup understanding before speaking
More Universally relatable
Coming home from a longjourney/Returning home/ProdigalSon/Soldier
Activity: Since this concept is a familiar oneacross many different cultures, open up theclass to discussion about what this songmeans to them.
Activity: Allow students to share stories orother texts related to subject of the song.
Tell me where is the road I can call my own,That I left that I lost so long ago. All theseyears I have wandered, oh when will I know.There's a way, there's a road, that can leadme home.
After wind after way when the dark is done,as I wake from a dream in the gold of day.Through the air there's a calling from faraway. There's a way, there's a road, that canlead me home.
Rise up, Follow me, Come away is the call,with love in your heart as the only song.There is no such beauty as where youbelong. Rise up, Follow me, I will lead youhome.
Emphasized "Wh" on each occurance insong.
Where, Whay, Whind, Etc...
Heavy Shadow consonants
On word "ownA"
Teach different types of shadow vowelsand how to mark in music.
Exercise: When the choir isn't givingenough shadow vowels, ask them whattype of shadow vowel they want to put onthe word. Urge them to do it each time.
No rolled "r's"
Demonstrate: Difference between two. NotBritish English
Ask: "How is this song laid out?" Whatcould that mean? How could it relate tothe text?"
Feeling of "Coming Home" comefrom repetition of the interlude/intro.
Explain what strophic means in music
Activity: Ask class what other strophicsongs they know.
Verse 1 repeats to Verse 2
Interludes and Prelude are identical
Ask: Are any of these the same?
Ask: How are they the same? How are theydifferent?
Activity: "How could we make each verseunique?"
Repeating the same thing 3 times inboring
Come up with a different theme word foreach section.
Dynamics, Text stress, musical alterations,etc...
In the Soprano Voice
Activity: "Do you hear the melody?"
Point to the section singing the melody
Sing soprano line as class
Ask: How can you as a singer help themelody be heard?
Switches to solo during 3rd verse
Do a similar listening activity as above withthe whole choir including sopranos,listening for soloist melody.
Based on Pentatonic Scale
Demonstrate: Sing F major scale. Then singF Pentatonic
"How many notes did you hear on thesecond scale?"
"Does anyone know what this scalecould be called?
Teach Solfege hand symbols
Sing: Basic warm ups while using handsymbols.
Solfege the soprano melody while singingit as a choir.
Most of the song is in this meter
Sing: Through one verse of the song onsing counting to feel the motion of thetriple meter
Common meter in folk melodies
Ask: "Do you know any other songs thathave a similar rhythmic feeling? Howdoes it make you feel?"
Only happens for one measure at a time
Sing: Opening "Home" Motif section onsing counting, switching from 3/4 to 4/4.
Demonstrate patterns for 3/4 and 4/4
Activity: Class conducts themselves whilesinging. and looking at each other.
Creates a student interpretation of thefeeling of movement through the piece.
Activity: Watch teacher conduct differentcombinations of 3/4 and 4/4 measures andcount with the beat.
Ask: Which parts of this do you think arepolyphony? what makes it sound like that?
Activity: Have student sing knownmelody, then sing with them onembellished rhythm
Explain that this is Polyphony
Activity: Have student sing a known song,then sing with them
Explain that that is homophony
"Breath together, Sing together"
Activity: Audiate parts in head and watchconductor, breathing audibly at markings.
Ask: "What points do we breath as a choir inthe song?"
Mark and demonstrate: Breath marksthrough road map, commas as breaths.
Demonstrate and sing: Sing through nobreath and breath marks (MM. 14, MM.8, Etc.. *Say now sing it like that*
Ask: "Who noticed what I did there? Howdid it sound when I sang it that way?"
4 Bar Phrasing
Ask: "Why might we want to staggerour breaths?"
Pub #: SP 370 (SATB)
Company: Paulus Publications
SATB (SP 370)
SSAA (SP 370 sa)
TTBB (SP 370 tb)
Allows for students to control feeling.
Easy for spontaneous performance. Can bevery fun for students.
If a student has a good idea for add (i.e. Astudent who also plays violin doubling thesoprano solo) this can get more, differentstudents involved.
Key: F Major
Ask: "Does anyone know what makes this FMajor?"
Explain:1 Flat ; Only if nobody knows theanswer.
Sing: F Major arpeggio to octave, TDRScale back down; Coming down holdDLFR and resolve
Sing: "Pick a chord in this Triad",*Play I, IV and V of F Major*
Only chromatic Step occurs in tenor line
Tenors only: Sing Measures 1216.
Pitch Check: Move through notes one at atime to tune MM. 14
Sing: MM. 14 hold F major Triad; Move bysteps into A major, then ask them toresolve. Go through chords a couple times.
Ask: What does this change in tonalitysymbolize or mean to you?
Sing: While holding A Major, havesopranos move to the G and Tune.Move through the chordprogression out of time.