Just One Candle

Not every school is able to perform music during the holiday season that refers specifically to sacred, spiritual, or cultural celebrations, such as Christmas, Hanukkah, or Kwanzaa. It seems that we and most of our fellow educational music publishers have recognized that the trend in holiday programming has morphed into somewhat of a blending of styles and themes. Most notably, the theme of peace has become a prominent and acceptable one for this time of year, as it touches on a basic tenet of all of the usual seasonal celebrations.

Though the song Just One Candle does not directly refer to peace, it does so indirectly, and if we may say so, rather poetically. The idea of a person, a child, lighting just one candle and passing the flame to another and another, from wick to wick, until the whole world is filled with light is nothing short of magical. Cooperation, togetherness, harmony, brotherhood - and yes, peace - are all inspired by the thought of such a sight.

While you can't literally fill the world with light you can certainly fill your own school or auditorium with it during the performance of this song.

If you are using the Performance/Accompaniment recording, you will hear that we have chosen to perform the first verse and chorus using only a solo and duet with simple piano/guitar/flute accompaniment. On the repeat, all of our singers come in along with the rest of the rhythm section (bass and drums). Prior to measure 13 the second time, a string ensemble of violins, violas, and celli also join in. By the chorus at measure 21 the second time, a brass ensemble, including flugelhorns, horns, and trombones enter as well. The solo flute, which has been playing since the beginning, pops in and out of the background texture to restate solo lines as they occur. Our soloists on the recording are Rachel Moody, singing the melody, and Abby Wey, singing the harmony. Jim Farrelly is playing the beautiful flute solo.

If you wish, you may imitate our solo/duet and ensemble format. Or, you can alter it to suit your own situation. If you have a couple of good soloists that you want to feature, this will work nicely. If you have more soloists that you want to use, consider breaking the melody into sections that can be performed by more than one person. You could also use a small ensemble for the first time through, letting more than one singer join in on the harmony as well.

You will note that the duet re-enters during the second ending just prior to measure 30. We have chosen to emphasize our duet on the recording by putting them out front. You may find this an effective idea for performance. Position your soloists out in front or to the side of your choir and let them sing with a little bit of freedom. (Note that the choir should maintain a certain precision while singing, even if the soloists get a little carried away with rhythm and style. That is a soloist's prerogative!)

At measure 42, the piece slows down quite a bit. It is suggested during these last measures that you have a candle-lighting ceremony. The slower tempo will hopefully give you enough time to do this. Ideally, one student will light one candle and pass the flame from wick to wick until everyone has a lit candle. Turning down the lights in the performance area will definitely make this more dramatic, but be careful not to make it too dark, especially if anyone has to move around much. If you have a very large group, you could have each student light more than one neighbor's candle to spread the light more quickly and efficiently.

Once the candles have been lit, the song winds down and the duet comes back in with the final words, With light. If you need more time to light all the candles, the ceremony could continue under the singing and final measure as it is held.

There are at least a couple of ways to accomplish this candle-lighting effect. First, you could use real candles with real flames. If you do this, you must be extremely careful! Make sure your fellow teachers and administrators are aware that fire will be used. Get permission if necessary. Have a fire extinguisher or two nearby along with people who know how to use them. You might even call your local fire department to ask them for advice. See if they would be willing to attend the performance and perhaps even to come to your classroom (or the regular classroom) to discuss safety issues with your students. Fire can and will get out of control quickly if correct precautions are not taken. (This is a good way to tie fire safety into the music program and bring yet another subject across the curriculum.)

If you do decide to use candles, determine whether the ones you are using drip or not. We have seen small candles used in performances and in church services by the congregation with small paper collars around the bottoms to catch the dripping wax. These collars are easily fabricated.

A second way to accomplish the candle-lighting effect is to use electric or battery-powered candles. Naturally, this is much safer than using flames. However, there will be no flicker (unless you find a model that does this) and the students will not really be lighting each others' wicks. There is also the cost of the candles to consider. It's a trade-off, but you will have to decide what you think is best for your situation.