Teach Me Well

This 2-part song has a lower second part that enters at the chorus and continues through the D.S. to the end. It can be sung by lower, changing, or changed voices, though it does go up to a B above middle C. If this is too high for your part 2 singers, you can adapt it as necessary. The range of part 2 is one octave: B to B. Part 1 goes up to the D above that, but there are optional notes in cue size indicated on the music if you need to use them. While part 2 adds a beautiful countermelody to the verse, it is not absolutely necessary for the performance. It could also be eliminated, if you do not wish to use two parts.

Consider making the "oo's" at the beginning of the song a soli line, using only a few students each time they are sung. Or, if you'd prefer, you could have the melodic line played on flute, recorder, synthesizer, etc. If you are using the Performance/Accompaniment Cassette, be sure to have your students listen for the soprano saxophone, which intertwines with the "oo's." If you wish to perform the piece live, the soprano saxophone cues are indicated on the piano/vocal part. Of course, your saxophonist will have to transpose them. During the improvisational sections, he will need to transpose the chords as well.

At the chorus (measure 35), the dynamic finally reaches a forte. Make sure your students crescendo into it from two bars earlier. Discuss the dynamics throughout with your students. The tune ebbs and flows from the beginning to the end. Style and dynamic contrast will add greatly to the performance.

The chorus should also be quite lively and energetic until it goes back into the more fluid part ("So teach me..."). To emphasize the energy level at the coda, you will hear the addition of conga and high synthesizer chords, as well as the improvising soprano saxophone on the P/A cassette.

There are quite a few other percussive additions on the cassette, too. You may wish to listen to the instrumental side of the cassette with your students to see what you can pick out. The score indicates the use of the talking drum from the very beginning. There are also basket shakers, a shikere, congas, wooden rattles, a koriko (used in Japanese kabuki theater), bunches of shells, and wind chimes. For the cassette, we brought in a percussion specialist who performed on all of these instruments. The ending of the song is an excellent place to listen to the variety of percussion used. (The koriko is used 2 measures in front of 19 both times.) Even if your students can't identify exactly what they are hearing, they can listen to the different sounds and discuss the textures. As an extension to your music class, consider discussing and researching these various instruments, as well as others used in other songs in this issue. (You can also refer to Music K-8, Vol. 3, No. 1 for information about percussion in general. You will also find several pictures of some of the more exotic percussion instruments, such as the shikere, which was used with this song.)