a holiday of music

8/20/2019 A Holiday of Music

http://slidepdf.com/reader/full/a-holiday-of-music 1/57

HM-117 Teacher’s Handbook



Music, Script, Teaching & Production Notes – Teresa Jennings

Orchestrations – Teresa & Paul Jennings

Our Production Team – Nancy Belongia, Katie Ebel, Julie Gaulke, Sean Gill,Karl Hitzemann, Paul Jennings, Teresa Jennings, John Riggio, Candy Schill,Mark Schroeter, Dan Thieman

Music fonts were created exclusively for Plank Road Publishing by Mark Riggioand based on the engraving artistry of Bruce Kling.

Music Engravers – Sean Gill, Bruce Kling, Dan Thieman, Katie Ebel, Julie Gaulke

Cover Design – Paul Jennings, Katie Ebel

Interior Illustrations – Jennifer Vulpas, Teresa Jennings

Recording Production – Teresa & Paul Jennings, John Riggio, Anne Ellsworth, Karl Hitzemann

Recording Engineers – David Price, Mike Wilson, Ben Vawter; Aire Born, Inc.

Recording Singers – Clara Abel, Carrie Barnthouse, Megan Byers, Abigail Clark, Anne Ellsworth,Benjamin Ellsworth, Celia Ellsworth, Katy Gentry, Dawson Harris, Jenson Harris, Mary Harris,Karl Hitzemann, Aidan Huffman, Avery Huffman, Rachel Huffman, Suzanne Huldeen, Stephanie Kline,Shelley Martin, Holly McDaniel, Kelsey Montgomery, Brynn Stebbe, Claire Stebbe, Diane Stebbe

Recording Instrumentalists – Rhythm: Dane Clark, Steve Dokken, Tom Harvey, Paul Jennings,

Steve Millikan, Steve Potts, Sandy Williams; Winds: Julie Beckel Yager, Jim Farrelly, Leonard Foy,Rick Graef, Loy Hetrick, Greg Imboden, Anthony Kniffen, Jared Rodin, John Rommel;Strings: Alfred Abel, Colette Abel, Davis Brooks, Lisa Brooks, Susan Chan, Pam Close, Kara Day,Dennis McCafferty, Nancy Smith, Pam Williams, Linda Yu-Picard; Synthesizers: Karl Hitzemann,Paul Jennings, John Riggio

Products Available For

A Holiday Of MusicHM-116 PERFORMANCE KIT - Teacher’s Handbook/CDHM-111 Teacher’s Handbook with Reproducible Student PartsHM-115 Performance/Accompaniment CDHM-117 DOWNLOADABLE KIT - Teacher’s Handbook/RecordingHM-119 Convenience Combo Kit (Print and Downloadable Kit)

Credits



Script 1 Sequence 1 ................................................................................................ 3

A HOLIDAY OF MUSIC Piano/Vocal Score ...................................................... 4 1/7Reproducible Student Part .............................................................................. 11Reproducible Lyric Page ................................................................................. 15Rehearsal Extra .................................................................................................. q

Script 2 Sequences 2, 3, & 4 ............................................................................... 16CHIME IN! Piano/Vocal Score ............................................................................ 17 2/8

Reproducible Student Part .............................................................................. 21Reproducible Lyric Page ................................................................................. 23Reproducible Bells/Boomwhackers® Part ......................................................... 22

Script 3 Sequences 5 & 6 ..................................................................................... 24LISTEN TO THE JINGLES Piano/Vocal Score ............................................... 25 3/9

Reproducible Student Part .............................................................................. 27Reproducible Lyric Page ................................................................................. 23

Script 4 Sequences 7, 8, & 9 ............................................................................... 28DO YOU HEAR? Piano/Vocal Score.................................................................. 29 4/0

Reproducible Student Part .............................................................................. 33Reproducible Lyric Page ................................................................................. 36Rehearsal Extra .................................................................................................. w

Script 5 Sequences 10, 11, & 12 ......................................................................... 37THE RHYTHM OF THE SEASON Piano/Vocal Score .................................. 38 5/-

Reproducible Student Part .............................................................................. 44Reproducible Lyric Page ................................................................................. 36

Reproducible Percussion Parts ........................................................................ 46Reproducible Guitar with TAB Part ............................................................... 49Rehearsal Extra .................................................................................................. e

Bow Music .......................................................................................................... 38 6/=Teacher’s Guide ................................................................................................. 50Poster/Program Cover Reproducible.................................................................. 54CD Information Sheet Reproducible ................................................................. 56

Table of Contents

An Important Notice About Your Rights To DuplicateWith the purchase of this product, you (one teacher or director) may legally duplicate the reproducible poster,program, student parts, lyric pages, and illustrations for use with your students, no matter how many students you

have, even if you teach in more than one school. Permission to duplicate and/or share this book or recordingwith anyone else is not granted and is considered a copyright infringement. Permission is granted to duplicatethe accompanying recording for back-up purposes only.

Please don’t teach your students to steal.

The people who write and publish this music depend on its sales for their livelihood. Not only is it illegal for youto freely duplicate their work without their permission, it is also unfair and it sets a bad example for yourstudents. We will always fight for your rights to better pay and working conditions, and as one of the fewpublishers of children’s music, we invest most of our profits in new music and resources for you. We also take careto provide real value in our products. In return, we ask for your support of our rights. Thank you.

A Holiday Of Music

2

We welcome your comments.If you would like to let us know how this product worked for you, please write to Teresa Jennings

c/o Plank Road Publishing, Inc., P. O. Box 26627, Wauwatosa, WI 53226.

Page Full/Tracks



CHARACTERS: Anyone and everyone who loves the holidays

SETTING/TIME: The present

SEQUENCE 1

Opening Song: A Holiday Of Music

A Holiday Of Music A Joyous Holiday Revue

by Teresa Jennings and Karl Hitzemann

3



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Å5

chimes,bells

+pno. 2 in octaves

∑œ> œ

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∑œ> œ> œ> œ>....œœœœ> J

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of of

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Eb·

Å9

(pno. 2)

pedal freely

œ œ Œ œ œmu -mu -

sic!sic!

It’sDo

ayour

œœœ ˙ œ œ..œœ

jœœ œœ œœ

œ œ ˙ œhol-ver-

i -y

daybest

of to

œœœ œ ˙ œœœ..œœ

jœœ œœ œœ

˙ Œ œ œsong!hear!

It’sFor

aa

...˙ œœœ œ..œœ

jœœ œœ œœ

Eb ma 9

4

A Holiday Of MusicCD Full Performance - track 1

Accompaniment only - track 7;Rehearsal extra - track 13

Teresa Jennings

© 2010 Plank Road Publishing, Inc.

International Copyright Secured • All Rights Reserved

A Includes web extras

A A rehearsal extra for this work can be found on the recording for this revue as well as under “Downloads” at MusicK8.com



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—————fill «

œ œ ˙ œhol-hol-

i -i -

dayday

of of

œœœ œœœ ˙ œœ..œœ

jœœ œœ œœ

Gmi/D

Å13 œ œ œ œ

sing -mu -

ing,sic

list’n -is

ing,a

œœœ œœœ œœœ œœœ..œœ

jœœ œœ œœ

Cmi7 Eb /B b

œ œ Œ œplay - ing a -

œœœ ˙ œ


Ab ma7

˙ Œ œ œlong. It’s a

œ œ œ œœœœ œ œ œ œ

.

.œœ jœœ œœ œœ

B bsus(pno. 2)

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————fill « ———————————————————∫ on repeat

œ œ ˙ œhol - i - day of

œœœ œ ˙ œœœ


Ab6 B bsusAb

wcheer!

œ œ œ œœœœ œ œœœ œœœ


Eb Eb·

(pno. 2)

œ œ œ œEv’ -Mu -

rysic

notefills

weour

wœœœ œ œ œœ

..˙ œœ

Ab

Å19

(ped. cont.)

smoothly

break time

˙ œ œhear

heartsasas

wewe

˙ œœ œ

˙ ˙

B b B b /Ab

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bbb

bbb

________________________?

————————«

—————————————majestically «.œ jœ œ œdeckmake

oura

hap -joy -

pyful

...œœœ jœœœ œœœ œœœ


Eb /G Ab /F Eb B b

œ Œ œ œhallsnoise

helpsin

tothis

˙ œ œ˙˙ ˙

Cmi7 B b

˙ ˙make the

˙ ˙

..˙ œœ

Ab

˙ ˙sea - son

˙ ˙

.

.˙ œœ

Ab /B b

A Holiday Of Music

5



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.. __________________________| __________ ÷

—————fill «

wbright!

œœœ œ œ œœ..œœ

jœœ œœ œœ

Eb· Eb ma9

∑

œœ œœ œœ œœ..œœ

jœœ œœ œœ

Eb

œ ˙ œsea - son of

œœœ ˙ œœœ˙ ˙

Ab Ab /G

˙ œ œlove and de -

˙ œœœ œœœ

˙ ˙

Fmi7 Ab ma7

&

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?

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bbb—————————fill «

wlight!

œœ œœ

œœ

œœ....˙ œœœœ œœœœ


B bsuschimes, bells (+pno. 2)

Ó Œ œ œIt’s a

œ œ œ œ œ œ œ œœœœœ œ œ œ œœœ


œ œ ˙ œhol - i -day of

wœœœ œ ˙ œ


Eb·

Å31

(ped. cont.)

œ œ Œ œ œmu - sic! Let the

œœœ ˙ œ œ


&

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bbb

bbb

œ œ ˙ œmu-sic start to


jœœ œœ œœ

˙ Œ œ œplay! For a

...˙ œœœ œ


Eb ma9

B b /D


œœœ œœœ ˙ œœœ..œœ

jœœ œœ œœ

B b /C

Eb /B b

ı35œ œ œ œ

mu - sic is a


jœœ œœ œœ

Ab ma7 Eb /G

A Holiday Of Music

6



&

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bbb

bbbbbb

œ œ ˙ œhap-py hol - i -


jœœ œœœœ

Fmi7 B b7

wday!

œœœ œ œœœ œœœ..œœ

jœœ œœ œœ

Eb Eb·

∑

œ> œ> œ> œ>

www>..˙>

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ı39

bells, chimes, pno. 2

∑

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www..˙> œœ>

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€optional)

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(pno. 2)

(ped. cont.)

f

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sic!sic!

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A Holiday Of Music

7



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jœœ œœ œœ


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aa

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of to

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...˙ œœœ œ..œœ

jœœ œœ œœ

Ema9

œ œ ˙ œhol-hol-

i -i -

dayday

of of Œ œ œ œ œ œ

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hol-hol-

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dayday,

œœœ œœœ ˙ œœ..œœ

jœœ œœ œœ

G#mi/D#

Å51

œ œ œ œsing -mu -

ing,sic

list’n-is

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sing -mu -

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jœœ œœ œœ

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_______________________ ? | __________ ÷

———fill « ————fill «



œœœ ˙ œ


Ama7

˙ Œ œ œlong! It’s a

˙ Ólong!

œ œ œ œœœœ œ œ œ

œ

.


Bsus(pno. 2)



œœœ œ ˙

˙ œ

œœ..œœ jœœ œœ

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A 6 A Bsus

wcheer!

wcheer!

œ œ œ œœœœ œ

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œœœ..œœ

jœœ œœ œœ

E E·(pno. 2)

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rysic

notefills

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rysic

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...˙ œœœ

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.˙˙

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ı57

(ped. cont.)

halftime feel

˙ œ œhear

heartsasas

wewe

˙ œ œhear

heartsasas

wewe

...˙ œœœ˙

˙ ˙

˙

B B/A

.œ jœ œ œdeckmake

oura

hap -joy -

pyful


oura

hap -joy -

pyful

...˙ œœœ

.

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œœ

G#mi7


helpsin

tothis


helpsin

tothis

˙ œœœ œ˙

˙

˙

˙

C#mi7 B

A Holiday Of Music

8



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________________________________________________ ? |

—————fill «

˙ ˙make the

˙ ˙make the

˙ ˙

œœ ˙ œœ

Ama7

˙ ˙sea - son

˙ ˙sea - son

˙ ˙

œœ ˙ œœ

A/B

wbright!

wbright!

œœœœ œ œ œœ..œœ

jœœ œœ œœ

E· Ema9

∑

∑


jœœ œœ œœ

E

&&

&?

# # # # # # # #

# # # #

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⁄

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________ ÷

—————fill «



œœœ ˙ œœœ˙ ˙

A A/G#



˙ œœœ œœœ

˙ ˙

F#mi7 Ama7

wlight!

wlight!

œœ œ

œ

œœ

œœ..

..˙˙

œœœœ œœœœ

.


Bsuschimes, bells

(+pno. 2)

Ó Œ œ œIt’s a

∑

œ œ œ œ œ œ œ œœœœœ œ œ œ œœœ..œœ

jœœ œœ œœ

&

&

&?

# # # #

# # # # # # # # # # # #

⁄

€


Œ œ œ œ œ œIt’s a hol-i-day

œœœ œ ˙ œ..œ

œ

jœ

œ

œ

œ

œ

œ

E·

ı69

(ped. cont.)


œ œ œ œof mu - sic!

œœœ ˙ œ œ..œ

œ

jœ

œ

œ

œ

œ

œ


Œ œ œ œ œ œLet the mu-sic start

œœœ œ ˙ œœœ..œ

œ

jœ

œ

œ

œ

œ

œ


œ œ ˙to play!

...˙ œœœ œ

..œ

œ

jœ

œ

œ

œ

œ

œ

Ema9 B/D#

A Holiday Of Music

9



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Œ œ œ œ œ œFor a hol-i-day,

œœœ œœœ ˙ œœœ..œœ

jœœ œœ œœ

B/C# E/B

ı73 œ œ œ œ

mu - sic is a

œ œ œ œmu - sic is a


jœœ œœ œœ

Ama7 E/G#




jœœ œœœœ

F#mi7 Bsus

˙ Œ œ œday! For a

˙ Óday!

œœœ œ œ œœœ œ

˙ ˙

E B/D#

&&

&

?

# # # # # # # #

# # # #

# # # #

⁄

€œ œ ˙ œhol-i-day of

Œ œ œ œ œ œFor a hol-i-day,

œœœ œœœ ˙ œœœ˙ ˙

B/C# B E/B

ı77



œœœ œœœ œœœ œœœ˙ ˙

Ama7 E/G#

whap -

whap -

wwwwœœ ˙ œœ

F#mi7

wpy

wpy

www

œœ ˙ œœ

¯ ¯

whol -

whol -

www

œœ ˙ œœ

A/B

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wi -

wi -

wwww

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wday!

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œœ>

www..œœ

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ı83

chimes, bells (pno. 2)

w

wœœ>

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œ> œ

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www..œœ

jœœ œœ œœ

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day!

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œœ> œ> œ>œœœ œœœ

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^

E· E

A Holiday Of Music

10



& bbb c 4jubilantly! (Î=138)

∑Å5 ∑ ∑ Ó Œ œ œIt’s a

f

& bbb .. œ œ ˙ œhol -hol -

i -i -

dayday

of of

Å9œ œ Œ

œ œ

mu -mu -

sic!sic!

It’sDo

ayour

œ œ ˙ œhol -ver -

i -y

daybest

of to


It’sFor

aa

& bbb .. _____________________ ? |œ œ ˙ œ

hol -hol - i -

i -dayday

of of

Å13 œ œ œ œ

sing -mu -

ing,sic

list’n -is

ing,a


˙ Œ œ œlong. It’s a

& bbb .. __________ ÷


wcheer!


rysic

notefills

weour

Å19 smoothly

˙ œ œhear

heartsasas

wewe

& bbb ____________________? ———————————majestically «.œ jœ œ œ

deckmake

oura

hap -joy -

pyful


helpsin

tothis

˙ ˙make the

˙ ˙sea - son

& bbb .. ___________________| ___________ ÷ wbright!

∑ œ ˙ œsea - son of


11

A Holiday Of MusicTeresa Jennings







& bbb wlight!

Ó Œ œ œIt’s a


Å31œ œ Œ œ œ

mu - sic! Let the

& bbb œ œ ˙ œmu-sic start to



ı35 œ œ œ œmu - sic is a

& bbb œ œ ˙ œhap - py hol - i -

wday!

∑ı39 ∑

& bbb # # # # ∑ ∑ ∑ı43

∑

&

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∑

∑

Ó Œ

œ œ

It’s a

∑

œ œ ˙ œhol -hol -

i -i -

dayday

of of

Œ œ œ œ œ œIt’sIt’s a

ahol -hol -

i -i -

dayday

ı47

f

œ œ Œ

œ œ

mu -mu -

sic!sic!

It’sDo

ayour

œ œ œ œof of

mu -mu -

sic!sic!

&

&

# # # # # # # #

⁄

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œ œ ˙ œhol-ver-

i -y

daybest

of to

Œ œ œ œ œ œIt’s

Doa

yourhol-ver-

i -y

daybest


It’sFor

aa

œ œ ˙of to

song!hear!

œ œ ˙ œhol-hol-

i -i -

dayday

of of

Œ œ œ œ œ œIt’sFor

aa

hol-hol-

i -i -

dayday,

Å51


ing,sic

list’n-is

ing,a


ing,sic

list’n-is

ing,a

A Holiday Of Music

12



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# # # #

# # # #

..

..

⁄

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_____________________ ? | _________ ÷ œ œ Œ œ

play - ing a -


˙ Œ œ œlong! It’s a

˙ Ólong!



wcheer!

wcheer!

&

&

# # # #

# # # #

..

..

⁄

€

œ œ œ œEv’ -Mu - rysic notefills weour


rysic

notefills

weour

ı57

˙ œ œhearhearts asas wewe

˙ œ œhear

heartsasas

wewe

.œ jœ œ œdeckmake oura hap -joy - pyful


oura

hap -joy -

pyful

œ Œ œ œhallsnoise helpsin tothis


helpsin

tothis

&& # # # #

# # # # ....

⁄

€

_________________________________________ ? |

˙ ˙make the

˙ ˙make the

˙ ˙sea - son

˙ ˙sea - son

wbright!

wbright!

∑∑

&

&

# # # # # # # #

⁄

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_________ ÷ œ ˙ œsea - son of




wlight!

wlight!

Ó Œ œ œIt’s a

∑

A Holiday Of Music

13



&

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# # # #

# # # #

⁄

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Œ œ œ œ œ œIt’s a hol-i-day

ı69


œ œ œ œof mu - sic!


Œ œ œ œ œ œLet the mu-sic start


œ œ ˙to play!

&

&

# # # #

# # # # ⁄

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ı73 œ œ œ œ

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œ œ ˙ œhap - py hol - i -

œ œ ˙ œhap - py hol - i -

&

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˙ Œ œ œday! For a

˙ Óday!


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whap -

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day!

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A Holiday Of Music

14



SEQUENCE 2

Welcome... welcome... welcome to all.We’re so glad you’re here with us.We’ve spent many hours planning and rehearsing,So be sure to make a big fuss! (said with one hand to mouth, as an aside to the audience)

The Holidays are upon usAnd everything looks fantastic.It’s a holiday of joy, of peace, of givingAnd for tonight (today) it’s “A Holiday Of Music!”

SEQUENCE 3mini skit

Three kids walk casually to the front of the stage while a group of handbell ringersset up (on stage right or left). They pause to talk, looking over at the handbell ringers.

Kid #1: Hey, what do they have over there?

Kid #2: I don’t know. I think they’re candles.

Kid #3: Those aren’t candles, they’re handbells, silly.

Kid #2: I knew that.

Kid #3: Uh-huh.

Kid #1: So, how do you play a handbell? What does it sound like?

Kid #3: Well, let’s just watch and listen... I think they’re about to “Chime In!”

SEQUENCE 4

Song: Chime In!

16



&

&

&?

∑

∑

‰ jœ œ œ Jœœ ‰ Jœœ jœ ‰ jœ ‰

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n.c. ww's

handbells, boomwhackers, etc.

lightly, with a bounce (Î=88)

∑

∑

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∑

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17

Chime In!

CD Full Performance - track 2 Accompaniment only - track 8

Teresa Jennings





&

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Chime In!

18



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∑‰ jœœ # ‰ jœœ j

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Chime In!

19



& 3

™lightly, with a bounce (Î=88)

Œ œ œIt’s a

F


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bells! It’s a

(don't clip)


& jœ ‰ œ œbells! It’s a

jœ œ jœsea-son of

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bells! Chime

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to coda

fi (after d.s.)

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& 2 ‰ Jœ œ œThey sound so

ı29 œ œ œting - ly.

2 ‰ Jœ œ œSo ding - a -

ı33 œ œ œling-ly.

& ∑ Œ œ œIt’s a

Í

& œ> Œin!

fi coda

∑ œ œDing dong

ı39

œ œding dong

& œ œding dong

œ œding dong!

Œ œDing

ı43

Œ œdong!

Œ œChime

œ Œin!

21

Chime In!Teresa Jennings





& 4™lightly, with a bounce (Î=88)

˙Å5 %F

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& Œ œ

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œœ Œ œ œı39œ œ œ œ

& œ œœœœ*add bells, boomwhacker® applause after (optional)

œœœœœ Œı43

œœœœ Œ œœœœœ Œ Œ œœœœœ*

22

Chime In!

Teresa Jennings

BELLS/BOOMWHACKERS®





It’s a season of bells! It’s a season of bells!It’s a season of bells! Chime in!

It’s a season of bells! It’s a season of bells!

It’s a season of bells! Chime in!

They sound so ringly.They sound so jingly.They sound so tingly.So ding-a-lingly.



Ding dong ding dong ding dong ding dong!Ding dong! Chime in!

Chime In!

© 2010 Plank Road Publishing, Inc. • All Rights Reserved

This is the sound of jingle bells.They’re so merry, you can tell.

This is the sound of jingle bells.When you play them, play them well.

La la! Listen to the jingles.La la! Listen to the bells, oh!La la! Listen to the jingles.La la! Listen to the bells.

This is the sound of jingle bells.They’re so merry, you can tell.This is the sound of jingle bells.When you play them, play them well.



Listen To The Jingles



SEQUENCE 5

There’s a certain sound we all know and love.We hear it plenty this time of year.It’s such a happy and a joyous noise, (performers raise their jingle sticks/bells and give them one shake)So very pleasing to your ear.

So listen closely to this song,To the chords and notes and tingles.And don’t forget the most important part,To “Listen To The Jingles!”

SEQUENCE 6

Song: Listen To The Jingles

24



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c————fill «

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2 bar count-off+ set-up

light rock/folk (Î=100)

F

F

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fiddle

pedal to changes throughout

jingle bells

Œ ¿ Œ ¿œ œ œ œ œ œ œ

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————fill «

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repeat on d.c. also

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jin -jin -

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bells.bells.

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F C

Å10 optional divisirepeat on d.c. also

œ œ œ œ œ œLis - ten to the jin - gles.

˙ ˙

˙ ˙

G C

(n.b.)

25

Listen To The JinglesCD Full Performance - track 3

Accompaniment only - track 9

Teresa Jennings





&

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..

..

.. __________________ ? | _________ ÷

————————fill « ——————fill «

˙ ˙La la!

˙ ˙

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F C

(opt. div.)

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www

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(n.b.)

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çto coda fi (after d.c.)

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fi coda

fiddle

+j. bells play quarter notes to end


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(n.b.

&

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________________ ? | _______________÷

——————fill « ———————fill «

˙ ˙La la!

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F C


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www

G

(n.b.)

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œ œ œ œ œ œ.

˙ œœœœ.

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G C

*add jingle bell applause after (opt.)

*

Listen To The Jingles

26



& c Œ ¿ Œ ¿2 bar ount-offset-up

light rock/folk (Î=100)

Fjingle bells Œ ¿ Œ ¿ Œ ¿ Œ ¿ Œ ¿ Œ ¿

& .. .. ________ ? |

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repeat on d.c. also

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gle

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(n.b.)

& .. _______________ ? | ________ ÷ ˙ ˙La la!


(n.b.) œ œ œ œ ˙lis - ten to the bells.

çto coda

fi (after d.c.)

& .. ˙La la!

fi coda+j. bells play quarter notes to end

œ œ œ œ œ œ

Lis - ten to the jin - gles.

(n.b.)

& .. _______________ ? | ______________÷

˙ ˙La la!


(n.b.)

œ œ œ œ œ ŒLis - ten to the bells.

*add jingle bell applause after (opt.)

*

27

Listen To The JinglesTeresa Jennings





SEQUENCE 7(optional showcase)

At this point, you have the option of adding one (or more) of your favorite holiday songs. MUSIC K-8 magazine isa wonderful resource to use as a reference for ideas. Visit our web site, peruse our Index, and listen to audio excerpts

of songs to see if they might work for you. See the Teacher’s Guide for more information.

Whether you use any of the songs from MUSIC K-8 or other holiday songs, add your own dialog, narration,mini skit, poem, etc., to introduce them. For example:

The Holidays are full of fun,And they can be very exciting.There’s lots of wonderful food to eat,It’s all so very inviting.

But here’s a serious holiday warning:Don’t do something you’ll regretta. Just heed this very simple advice:

Please, “Don’t Eat A Poinsettia!”

Song: Don’t Eat A Poinsettia(This song can be found in MUSIC K-8, Volume 21, Number 2)

SEQUENCE 8

The Holidays and music go so well together.The music helps create a memory.We take in the moments, magic, and merriment,And share it with our friends and family.

The joy and the laughter surround us all

As music fills the atmosphere.You can almost hear the peaceful sounds.Listen for it now, “Do You Hear?”

SEQUENCE 9

Song: Do You Hear?

28



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*see teaching notes for suggestions.**stagger breathing as needed - smooth continuous sound is the goal

+bass, freely

˙ œhearhear

thethe

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29

Do You Hear?

CD Full Performance - track 4; Accompaniment only - track 10Rehearsal extra - track 14

Teresa Jennings







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Do You Hear?

30



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Do You Hear?

32



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33

Do You Hear?Teresa Jennings







&

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Do You Hear?

34



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∑

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U

Do You Hear?

35



Do you hear the sounds of joy? Do you hear the laughter?Do you hear the magic that this joyous time can capture?

Ev’ry heart can hear the sound and know the wondrous love.

Do you hear the sounds of joy?Do you hear? Do you hear?

Do you hear the sounds of peace ev’rywhere around us?Do you hear the merriment that tells us love has found us?Ev’ry voice can rise as one and make a joyful sound.

Do you hear the sounds of joy?Do you hear? Do you hear?

Do you hear? Do you hear?




Do you hear?

part 2 (optional):Ooh.Ooh.Ooh. Ooh.

Ooh.Do you hear?





Do You Hear?

© 2010 Plank Road Publishing, Inc. • All Rights Reserved

The Rhythm Of The Season1 2 3 4.1 2 3 4.1 2 3 4.1 2 3 4.

I feel the rhythm, the rhythm of the season.I feel the rhythm. I feel the rhythm of the season.

I feel the rhythm, the rhythm of the season.I feel the rhythm. I feel the rhythm of the season.

claps

spoken:1 2 3 4 5 6 7 8!When we feel the rhythm, it’s time to celebrate!It is the season! We’re feeling grand!It is the season! Strike up the band!

sing:I feel the rhythm, the rhythm of the season.I feel the rhythm. I feel the rhythm of the season.

yell:Let’s celebrate! Let’s celebrate!Let’s celebrate! Let’s celebrate!Let’s celebrate! Let’s celebrate!

1 2 3 4! 1 2 3 4!Celebrate!



SEQUENCE 10mini skit

(Two kids walk to the front of the stage with a box of rhythm band instruments.)

Kid #1: (holding a jingle stick) You know, I really like this time of year a lot. I didn’t realize how much music isa part of it.

Kid #2: (holding a tambourine) Yeah, me too!

Kid #3: (walking up to the other two, holding rhythm sticks) Hey! Look what I’ve got.Kid #2: Chopsticks?

Kid #3: Ahhh... no. These are rhythm sticks.

Kid #1: Hey, I’m getting an idea here.

Kid #3: Well, there’s a first time for everything.

Kid #1: Oh, you’re hilarious. But seriously, I bet if we put all of this stuff together it would sound pretty neat.

Kid #2: Hey, that is a pretty good idea. Let’s pass these things around.

Kids pass out instruments to other singers/players.

Kid #1: Okay... rhythm sticks, tambourine, cowbell, jingle bells, hand drum, triangle... I think we’re ready!

Kid #3: But wait... I believe we have one more rhyme.

Kid #2: Do you think there’s time?

Kid #3: (shaking head) Oh, brother...

Kid #2: Should I tell your mother?

Kid #3: ***SIGH***

Kid #1: We sure have had a lot of fun this day,

Kid #2: And singing for you is the reason.

Kid #3: We have time for just one more song. And that is...

All Performers: “The Rhythm Of The Season!”

SEQUENCE 11

Song: The Rhythm Of The Season

SEQUENCE 12

Reprise/Bow Music: The Rhythm Of The Season

(Play the accompaniment track for “The Rhythm Of The Season” as your singers bow and exit the stage. See Teacher’sGuide for suggestions.)

The End© 2010 Plank Road Publishing, Inc.

37



&?

/

&

# #

# #

# #

c

c

c

cgtr.

œœ œœ œœ œœwwœ œ œ œ

œ œ œ œ

rhythmic pop rock (Î=138)

rhythm sticks or claves

+synthn.c.

f taps only

+strings, synth

8 taps

optional guitar ostinato (on e string) - play throughout till m. 49

note: electric guitars would be more audible than acoustic, but use what you have.

f

f

œœ œœ œœ œœwwœ œ œ œ

œ œ œ œ

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

Å5

&

&

?/

&

# #

# #

# #

# #

r.s.

gtr.

———fill into time «

∑

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

∑

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

∑

œœ œœ œœ œœ

wwœ œ œ œ

œ œ œ œ

œ œ œ œ1 2 3 4.

œœ œœ œœ œœ

˙ ˙œ œ œ œÓ ¿ Œ

’ ’ ’ ’

Å9

f +tambourine

light time

f

cont. sim.

∑

œœ œœ œœ œœ

˙ ˙œ œ œ œÓ ¿ Œ

’ ’ ’ ’

38

The Rhythm Of The Season

CD Full Performance - track 5; Accompaniment only - track 11Bow Music - tracks 6 & 12;Rehearsal extra - track 15

Teresa Jennings





&

&?

/

# #

# # # #

r.s.

tamb.

œ œ œ œ1 2 3 4.

œœ œœ œœ œœ˙ ˙œ œ œ œÓ ¿ Œ

∑

œœ œœ œœ œœ˙ ˙œ œ œ œÓ ¿ Œ

œ œ œ œ1 2 3 4.

œœ œœ œœ œœ˙ ˙

œ œ œ œÓ ¿ Œ

Å13 ∑


œ œ œ œÓ ¿ Œ

&

&?

/

/

# #

# #

# #

..

..

..

..

..

r.s.

tamb.

—————————fill «

œ œ œ œ1 2 3 4.


œ œ œ œÓ ¿ Œ

∑

∑


œ œ œ œÓ ¿ Œ

∑

Œ œ œ œ œI feel the rhy -

.

.œœ

j

œœ ˙œœ œœ œœ œœ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó

Å17

enter 1st timecowbell

enter 2nd timejingle bells

bigger time

once a rhythm (non-pitched) instrument enters, it stays in to end. pattern doesn't change. tricky part for players is coming in correctly. each has a “moment” - 1. rhythm sticks, 2. tambourine, 3. cowbell, 4. jingle bells,

5. drums, 6. triangle. cue entrances.

œ œ œ Óthm,

.

.œœ

j

œœ ˙œœ œœ œœ œœ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó


39



&

&?

/

/

# #

# # # #

r.s.

tamb.

c.b.

j.b.

Œ œ œ œ œthe rhy - thm of

..œœ jœœ ˙œœ œœ œœ œœœ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Ó

jœ œ jœ jœ .œthe sea - son.




Å21

œ œ œ Óthm.


&

&?

/

/

/

# #

# #

# #

..

..

..

..

..

..

..

..

..

..

..

..

r.s.

tamb.

c.b.

j.b.

——————————fill «


..œœ jœœ ˙

œœ œœ œœ œœ

œ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Ó

∑

*congas, toms, hand drums, etc.

œ œ œ œ œ œthm of the sea - son.

..œœ jœœ ˙

œœ œœ œœ œœ


∑

Œ ¿ ¿ Œ ¿ ¿ ¿ ¿ ¿1 2 3 4


jœœ ˙


œ œ Ó

ı25 clapsspeak 2nd time only

enter 1st timedrums*

enter 2nd timetriangle

Œ ¿ ¿ Œ ¿ ¿ ¿ ¿ ¿ ¿5 6 7 8!


jœœ ˙


œ œ Ó ¿ Œ Ó


40



&

&?

/

/

/

# #

# # # #

r.s.

tamb.

c.b.j.b.

dr.

tri.

¿ ¿ ¿ ¿ ¿ ¿ ¿When we feel the rhy-thm, it’s


jœœ ˙

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó

œ œ Ó

claps continue, sim. ¿ ¿ ¿ ¿ ¿time to cel-e-brate!

œœ œœ œœ œœ..œœ jœœ ˙

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó

œ œ Ó ¿ Œ Ó

‰ J ¿ ¿ ¿ ¿ ¿ ŒIt is the sea-son!


jœœ ˙

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó

œ œ Ó

ı29‰ J ¿ ¿ ¿ ¿ Œ

We’re feel-ing grand!


jœœ ˙

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Ó

œ œ Ó ¿ Œ Ó

&&

?

/

/

/

# #

# #

# #

..

..

.

.

..

..

..

..

..

.

.

..

..

..

r.s.

tamb.

c.b.

j.b.

dr.

tri.

——————————fill «

‰ J ¿ ¿ ¿ ¿ ¿ Œ

It is the sea-son!

œœ œœ œœ œœ

.

.œœ

jœœ ˙˙œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó

‰ J ¿ ¿ ¿ ¿ Œ

Strike up the band!

œœ œœ œœ œœœ œ

.

.œœ

jœœ ˙˙œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó

2nd time - winds


œ œ .˙

.

.

œœ jœœ œœ Œ

œ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó

ı33

(time continues with marching band behind it)

(claps continue)

œ œ œ Ó

thm,

.˙ œ œ

.

.

œœ jœœ œœ Œ

œ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó


41



&

&?

/

//

# #

# # # #

r.s.

tamb.

c.b.j.b.

dr.

tri.


œ œ .˙

.

.œœ jœœ œœ

Œ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó


.˙ œ œ

.

.œœ jœœ œœ

Œ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó


œ œ .˙..œœ jœœ œœ

Œ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó

ı37 œ œ œ Ó

thm.

.˙ œ œ

.

.œœ jœœ œœ

Œ

œ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó

&&

?

/

/

/

# #

# #

# #

..

..

.

.

..

..

..

r.s.

tamb.

c.b.

j.b.

dr.

tri.


œ œ .˙

.

.œœ

j

œœ œœ

Œ

œ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó


.˙ œ œ

.

.œœ

j

œœ œœ

Œ


(+å)

‰ J ¿ ¿ ¿ ¿

ŒLet’s cel-e-brate!

..œœ> jœœ>

œ

œ

œ

œ

œ

œ

œ

œœ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó

Å41 yell

(winds +å)

+sustained roots - strings + synth ah's

‰ J ¿ ¿ ¿ ¿

ŒLet’s cel-e -brate!

wwœ

œ

œ

œ

œ

œ

œ

œœ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó


42



&

&?

/

/

/

# #

# # # #

r.s.

tamb.

c.b.j.b.

dr.

tri.

‰ J ¿ ¿ ¿ ¿ ŒLet’s cel- e-brate!

..œœ> jœœ> œœ œœ œœ œœœ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó


wwœœ œœ œœ œœœ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó


..œœ> jœœ> œœ œœ œœ œœœ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó

ı45‰ J ¿ ¿ ¿ ¿ ŒLet’s cel- e-brate!

wwœœ œœ œœ œœœ œ œ œÓ ¿ Œ

Œ ¿ Œ ¿ ¿ Œ Óœ œ Ó ¿ Œ Ó

&

&

?

/

/

/

# #

# #

# #

r.s.

tamb.

c.b.

j.b.

dr.

tri.

—————————fill «——————————fill «

∫»

¿ Œ ¿ Œ1 2

..œœ> jœœ> ˙

œœ œœ œœ œœœ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó

¿ Œ ¿ Œ3 4!

ww

œœ œœ œœ œœ


end ostinato

¿ ¿ ¿ ¿1 2 3 4!

..œœ> jœœ> ˙

wwœ œ œ œÓ ¿ ŒŒ ¿ Œ ¿ ¿ Œ Óœ œ Ó

Œ ¿ ¿ ¿ ŒCel-e-brate!

..˙œœ

.

.˙ œœ^

œ Œ Œ œ ¿ ¿

¿ Œ Œ ¿ ¿ ¿

œ Œ Œ œ ¿ ¿


43



& # # c 4


8 taps 4Å5

& # # œ œ œ œ1 2 3 4.

Å9 f ∑ œ œ œ œ

1 2 3 4.

∑

& # # œ œ œ œ1 2 3 4.

Å13

∑ œ œ œ œ1 2 3 4.

∑

& # # .. Œ œ œ œ œI feel the rhy -

Å17 œ œ œ Ó

thm,


& # # jœ œ jœ jœ .œthe sea - son.


Å21 œ œ œ Óthm.

& # # .

. ..Œ œ œ œ œI feel the rhy -œ œ œ œ œ œthm of the sea - son.

Œ ¿ ¿ Œ ¿ ¿ ¿ ¿ ¿1 2 3 4

ı25claps

speak 2nd time only

& # # Œ ¿ ¿ Œ ¿ ¿ ¿ ¿ ¿ ¿

5 6 7 8!

¿ ¿ ¿ ¿ ¿ ¿ ¿When we feel the rhy-thm, it’s

claps continue, sim. ¿ ¿ ¿ ¿ ¿time to cel - e - brate!

44

The Rhythm Of The SeasonTeresa Jennings





& # # ‰ J ¿ ¿ ¿ ¿ ¿ ŒIt is the sea-son!

ı29

‰ J ¿ ¿ ¿ ¿ ŒWe’re feel - ing grand!

‰ J ¿ ¿ ¿ ¿ ¿ ŒIt is the sea-son!

& # # .. ..‰ J ¿ ¿ ¿ ¿ ŒStrike up the band!


ı33 (claps continue)

œ œ œ Óthm,

& # # Œ œ œ œ œthe rhy - thm of



ı37

& # # ..œ œ œ Óthm.



& # # ‰ J

¿ ¿ ¿ ¿ ŒLet’s cel - e-brate!

Å41 yell ‰ J


‰ J


& # # ‰ J ¿ ¿ ¿ ¿ ŒLet’s cel - e - brate!

‰ J ¿ ¿ ¿ ¿ ŒLet’s cel - e - brate!

ı45

‰ J ¿ ¿ ¿ ¿ ŒLet’s cel - e - brate!

& # # ¿ Œ ¿ Œ1 2 ¿ Œ ¿ Œ3 4! ¿ ¿ ¿ ¿1 2 3 4! Œ ¿ ¿ ¿ ŒCel-e-brate!


4



/ c œ œ œ œrhythmic pop rock (Î=138)

rhythm sticks or claves

f œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œÅ5

/r.s. œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œÓ ¿ ŒÅ9

f +tambourine

œ œ œ œÓ ¿ Œ

/ r.s.

tamb. œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ ŒÅ13

œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ/ .. r.s.

tamb.œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ

Å17 œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ

/ .. .. r.s.

tamb.œ œ œ œÓ ¿ Œ

Å21 œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œı25

/ r.s.

tamb.œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œı29 œ œ œ œÓ ¿ Œ

/ .. .. r.s.

tamb.œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ

ı33 œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ

/ .

. r.s.


œ œ œ œÓ ¿ Œ

ı37 œ œ œ œÓ ¿ Œ

œ œ œ œÓ ¿ Œ

œ œ œ œÓ ¿ Œ

/ r.s.


Å41 œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œı45

/ r.s.

tamb.œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ œ œ œÓ ¿ Œ œ Œ Œ œ ¿ ¿

46




RHYTHM STICKS/TAMBOURINE



/ c 4


4Å5 4Å9 4Å13

/ .. Œ ¿

Œ ¿ ¿ Œ Ó

Å17 enter 1st timecowbell

enter 2nd timejingle bells

Œ ¿

Œ ¿ ¿ Œ Ó Œ

¿ Œ

¿ ¿ Œ Ó Œ

¿ Œ

¿ ¿ Œ Ó Œ

¿ Œ

¿ ¿ Œ Ó

Å21

/ .. ..c.b.

j.b.

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Óı25 Œ ¿ Œ ¿ ¿ Œ Ó

Œ ¿ Œ ¿ ¿ Œ Ó

/ .. ..c.b.

j.b. Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó

ı29

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Óı33

/c.b.

j.b.

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Óı37 Œ ¿ Œ ¿ ¿ Œ Ó

Œ ¿ Œ ¿ ¿ Œ Ó

/ ..c.b.

j.b. Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ ÓÅ41

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Óı45

/c.b.

j.b.

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó

Œ ¿ Œ ¿ ¿ Œ Ó Œ ¿ Œ ¿ ¿ Œ Ó ¿ Œ Œ ¿ ¿ ¿

47




COWBELL/JINGLE BELLS



/ c 4


4Å5 4Å9 4Å13

/ .. .. ..4Å17 4Å21

œ œ Ó

enter 1st timedrums

enter 2nd timetriangle

ı25

œ œ Ó ¿ Œ œ œ Ó

/ ..dr.

tri.œ œ Ó ¿ Œ œ œ Óı29 œ œ Ó ¿ Œ œ œ Ó œ œ Ó ¿ Œ

/ ..dr.

tri. œ œ Óı33

œ œ Ó ¿ Œ œ œ Ó

œ œ Ó ¿ Œ/ ..dr.

tri.œ œ Óı37 œ œ Ó ¿ Œ œ œ Ó œ œ Ó ¿ Œ

/dr.

tri. œ œ ÓÅ41

œ œ Ó ¿ Œ œ œ Ó œ œ Ó ¿ Œ œ œ Óı45

/dr.

tri.œ œ Ó ¿ Œ œ œ Ó œ œ Ó ¿ Œ œ œ Ó œ Œ Œ œ ¿ ¿

48


Teresa Jennings



DRUMS/TRIANGLE



& # # c

c

œ œ œ œ

3 3 2 2

rhythmic pop rock (Î=138)optional guitar ostinato (on e string) - play throughout till m. 49

TAB

œ œ œ œ

0 0 2 2

œ œ œ œ

3 3 2 2

œ œ œ œ

0 0 2 2

& # # œ œ œ œ

5 5 2 2

Å5

TAB

œ œ œ œ

0 0 2 2

œ œ œ œ

5 5 2 2

œ œ œ œ

0 0 2 2

continue sim.

49


Teresa Jennings



GUITARwith TAB



A Holiday Of Music includes five songs and a scriptto tie them together. Though the revue is based on thesefive pieces, it is designed with flexibility so that if youwant to, you can add your own additional pieces of music,dialog, skits, etc., to expand it. You can also alterand adapt the music, lyrics, or script anyway you like to make it work for you.

While the essence of the revue isseasonal in nature, its focus is on music. No matter what we specifically celebrateduring the holidays, you can be sure thatmusic is involved somehow. Particularly forschools who struggle to find a balancebetween secular or sacred celebrations,music is a wonderful starting point.Adding sacred songs or even a nativity scene

is definitely possible. Or you could include morewhimsical aspects of the holidays with songs aboutSanta Claus, reindeer, and so on. In fact, songs forHanukkah, Kwanzaa, or even winter could alsoeasily fit in when music is your main focus. Whynot? Take it any direction you like!

Along these lines, we have built in an optionalshowcase (Sequence 7), which you can use to add featuresor embellish the revue in any way that suits you. And of course, we have a great deal of music from our ownpublications that we can recommend for you to choosefrom. Our big annual Index is a great place to look forideas. If you don’t have our latest copy, you can call us tollfree at 1-800-437-0832 and ask for one. It’s free! A

searchable, interactive version is also available online atMusicK8.com, by the way. There you can actually listento sound excerpts of our music.

Another great resource for holiday music is our yearlycatalog. It’s full of products other than MUSIC K-8 – ourown publications and things from other publishers – thatyou could use to supplement the revue. Again, if you don’thave a copy, visit MusicK8.com for the online version, orcall us at the toll free number above to request one.

One other thing, not that you didn’t already think of this: This is another opportunity to put attention on thevalue and importance of music in our schools. Can anyoneimagine the holidays without music? What a terriblethought! Let your students’ performance of the revue be a

strong, but subtle reminder to parents, teachers, andadministrators that we all need music.

Optional ShowcaseAs mentioned, in the script of the revue, Sequence 7

is labeled “optional showcase.” This is the place in therevue where you might want to bring in other songs orpertinent performances to enhance the revue. (You couldchange the point in your program during which you dothis, if you’d rather have it sooner or later. You could alsomix it up – doing some at one point, some at another.)

A showcase can be about talent, demonstrating whatyour students have been learning for parents, otherstudents, teachers, etc. Or it can be purely for theenjoyment of the holiday season. Most likely, it will be acombination of both. Try to involve singers (solos, duets,

choruses, etc.), instrumentalists (solo players orensembles), poets, dancers, or even comedians.Include kids reading essays or giving brief talks.

Add your own topical introductions to helptie everything together. One example isgiven in the script how this might work.

You don’t have to get that carried away, of course, but it would be a fun addition to

the program.

Sets & CostumesFor a revue, a setting is not

absolutely necessary as it might be in aplay or musical. However, given the

season, you probably do want to make themost of the performance area at least

minimally. If you can use traditionaldecorations, that’s a quick and easy way to approach asetting. Christmas tree or trees, garlands, poinsettias,ribbon, etc., go a long way to make a stage look festive.You could certainly include lights – the strands of holidaylights (a.k.a. Christmas lights) that we all know and usein our own homes. There are a dizzying array of theseavailable anymore, from single bulb strands to icicles,LEDs to rice lights, big bulbs to tiny bulbs, steady to

twinkling, and lots and lots of colors. You could evenbring in some of the shaped decorations that are coveredin lights or lit from inside, like snowmen or Santa orcandy canes. Truly, if all you used were lights, youraudience would instantly feel the vibe of a holiday event!

These days, adding a projection with various holidayimages might also be a good idea for a setting. Forexample, a PowerPoint® slide show on a big sheet orscreen could be showing just about anything you want,like holiday or winter scenes. Or maybe you program it foreach song or segment so that the images work with whatthe audience is hearing. An idea for how this might workwould be to have various pictures of holiday bells – a fewor a lot as you prefer – while the kids are singing “ChimeIn!” or “Listen To The Jingles.” You could even takepictures of your performers rehearsing, playing their bellsor singing, and project those at appropriate times.

The same simplicity for a set holds true for costumes.There are no specific characters in the revue, so no needfor costumes. Unless you decide to add music or skits orother program additions that would benefit fromcostumes. For example, if you added a reading of “ ’TwasThe Night Before Christmas,” you might want yourreaders dressed in Victorian night clothes, complete withkerchief and cap. Otherwise, just consider having your

A Holiday Of MusicTeacher’s Guide

50



performers dress in seasonal colors. Red and green arenaturals, but so are blue and white, silver, or gold. Or youcould have them all dress in uniform colors like whiteshirts and black pants or skirts. Then use pops of colorlike Santa hats or silver scarves.

Helpful HintsHowever you plan to go about it, before you begin,

take time to completely familiarize yourself with theentire revue. Jot down any ideas or notes you have as yougo. Create a list (or several) based on categories. Includeevery detail you can think of. Leave room for changes andadditions. Create a timeline for yourself. Go from thebeginning planning sessions to the juice and cookiesreception afterwards. Check things off as you go. (Savefor future revues, shows, and productions.) Get as muchhelp as you can for the whole production! If theproduction is an all-school event, maybe teachers, otherstudents, parents, and administrators can pitch in, too. Itdoesn’t hurt to ask. Be sure to delegate freely! (Who’sgoing to set up the chairs? Pick up the programs from theprinter?, etc.)

Rehearse from beginning to end as much as you can.Performers will be better prepared and more comfortablewith the performance. Have a prompter standing by tohelp performers remember their lines (if they arememorizing them). Use conducting assistants if you havea large group. Practice with your assistants andperformers.

Emphasize enunciation and projection when singingor speaking. Have students concentrate on singing orspeaking to the last row in the audience. Let otherstudents tactfully critique projection and enunciationduring rehearsals. Remind your performers to speakslowly! Have them take deep breaths before they begin.Also teach them not to upstage each other.

You have our permission to duplicate the script for

your students, so make as many copies as you need and letspeakers highlight their own lines. You also have ourpermission to make a safety back-up of your recording.But please don’t share with other teachers or schools.

Using MicrophonesMicrophones are often more of a problem than a help

in school productions, but sometimes they are necessary.Here are some guidelines to share with your students forthe effective use of microphones:• Before you begin speaking, stop completelyin front of the microphone.• Speak slowly!• Wait until you’re done speaking to leave.

• Wait for others to finish before you begin.

Posters and Program CoversReproduce the poster and program cover in this book

for your production. Photocopy or scan them or takethem to a quick copy printer for mass reproduction. Thereare also full color versions available online atMusicK8.com as PDFs which you can download andprint. (On our home page, go under “Resources” andselect “Downloads” to search for these.) You will noticeonline that there are other, alternate poster and program

cover designs that you could use, if you prefer. Feel free todownload any that suit you. Use recycled paper if possible. Customize them with your own information andhave your students put the posters up all over the schooland neighborhood.

PublicityCall the local TV, radio, and newspapers, too. Invite

them to come take pictures and videos of the rehearsalsand performances. Tell your students to keep an eye outfor local coverage. Publicity will add to the “professional”quality of the experience.

Ask someone to take photos or videos of theproduction. Offer the option of purchasing copies to thestudents so they can have wonderful keepsakes of theirown. Posting videos on YouTube™ or other online forumssuch as your school’s web site is acceptable as long asproper publishing credits and copyright information isalso included. If you have questions, contact us at [email protected]

Don’t forget the cast party! Make it a “performersonly” event, or invite the audience, too.

Lyric Pages and Student PartsAll of the songs we have published for this revueinclude a lyric page. Lyrics can be copied as needed. If you prefer to have your students read music, student partsare included in this handbook. They may also bereproduced as needed for your students. (This assumes youhave purchased this product. Please do not share anycomponent of this revue with other teachers, etc., as thisis illegal and sets a bad example for students.)

The RecordingWe offer excellent recordings of the music in this

revue. Each song contains a full performance version and

an instrumental only version for maximum flexibility.There are also rehearsal extras on the recording for threeof the tunes (“A Holiday Of Music,” “Do You Hear?,” and“The Rhythm Of The Season”) to help with learning. Aswe mentioned before, making your own copy or version ofthe recording is okay as long as you have purchased itfirst. Please refer to the Duplication Notice on page 2 of this book for more information.

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About the Music in this Revue

A Holiday Of MusicThis very jubilant song is the perfect way to open the

revue, though you can certainly use it in other ways asyou prefer. It’s uplifting, happy, and easily reminds us thatmusic is a wonderfully unifying common bond we all

share during the holidays. The seasonal sounds andintricate orchestration on the Performance/Accompaniment recording are the perfect complement to

your own students’ performance. So be sureto turn up the volume! Surrounding them

with the music will keep them energizedand engaged so that they sing out.Remind them to smile and let the joy

take over and your audience will getswept up in the magic, too.To make the song usable for most gradelevels, we’ve kept it mostly unison. Themelody is quite singable and memorable,

especially if you use the full performancetracks to help teach it. Right after the keychange at measure 43, it does break intoan optional second part, but that part isbasically an echo of part 1 (with minorchanges where needed). To help you

teach this part, we have isolated it andput it on the recording as well as onour web site – MusicK8.com –

where your students can also access it forpracticing. (On our home page, go under “Resources” andselect “Downloads” to search for this.)

Chime In!If you have handbells, Boomwhackers®, tone chimes,

glockenspiels, or any bell-like instruments (includingmallet or keyboard instruments), this is a terrific holidaysong to use as a feature for them. Set as a light andbouncy 2-beat song, it’s reminiscent of an old show tune.On the recording, the background foundation comes frompizzicato strings. It’s very sweet.

The vocal part is all unison and easy so that theattention can stay on the instruments. Be sure to set upyour stage in such a way as to make the instrumentaliststhe stars – definitely up front for all to see and hear. Tomake it easier for your players to read their parts, we havecreated a separate Bells/Boomwhackers® part which youwill find on page 22 of this book. The divided notes areoptional, and you can even adapt the parts to make themsimpler or more complex as you wish.

At the end of the song on the recording, you will hearwhat we call “Bells/Boomwhackers® applause.” You can dothis or not using some or all of the instruments youfeature. We have found that students enjoy it after havingto be so serious during the performance of the piece. It’s a

nice release. If you use it, teach them to begin and eitherfade (decrescendo) or cut off on your cue.

Listen To The JinglesAs everybody knows, if you ever want to instantly

evoke the sound of the holiday season, just add jingle

bells! This delightful folk rock tune gives you achance to replace or supplement thatdashing old stand-by jingle song. Thistime, the sound of the bellsthemselves gets the spotlight. Youcan use as few or as many jinglebell players as you have. Becauseof the style of the song, youcould let singers jingle, orseparate your singers fromyour jinglers. Put a singlebell stick (not a single bellthough) in every performer’shand, or have clusters of jinglebells played by a few. Or a lot. Wecan only imagine the spectacle of having lots and lots of themjingling away to the beat!

The jingle bells play on beats2 and 4, starting at the beginning.To help them out, we include a two measure count-off onthe recording. The pattern continues similarly until thecoda, when it becomes quarter notes. As with the song,“Chime In!,” we have suggested allowing players to add“applause” at the end, but with jingle bells this time.

Again, if you decide to let them, be sure to direct them.

Do You Hear?Bringing a bit of sophistication to the revue, this

tender song offers an opportunity for your more serioussingers to shine. Though singing along with our vocalistson the recording would certainly help singers of most agegroups learn the song readily. There is even a lovelydescant (part 2) which begins on the D.S. of the song andcontinues to the end. It is optional, but it will add anice touch if you can do it. Consider using olderstudents, a soloist, even a teacher or two to helpyou pull it off. We have aspecial rehearsal mix forteaching part 2 availableboth on the recordingfor this revue and free atMusicK8.com (On ourhome page, go under “Resources”and select “Downloads” to search for this.)

Once again the lyrics referto the sounds of the season. In

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this case however, the emphasis is on the gentler side,including such thought-provoking notions as joy, peace,and love.

If you want to make the song as beautiful visually as itis aurally, you might want to add movement using coloredscarves, ribbons, or streamers. Red and green areappropriate, as are silver, gold, blue, and white. Createpatterns using circles, up and down motions, swaying sideto side, etc. Mix and match patterns in eight bar phrases.

For example, do circles for two bars with red scarves, thentwo with green, two with red, and two with green. Or goup with red, down with green, up with red, and so on.Make gentle waves or alternate from shoulder to shoulderin a smile shape. However you use them, the fabrics willcontribute a floating, easy ambiance to the song.

The Rhythm Of The SeasonTime to feature your percussionists! In this catchy and

infectious finale, it’s all about the rhythm. The rhythm of the season, that is. The piece is based on an ongoingostinato that begins in measure one and repeats everyeight bars throughout the tune till two bars from the end,no matter what else is going on. And that’s a lot!

The most important thing is the rhythm, and itbegins with eight taps prior to the start of the song so thatyour rhythm stick/clave players can come right in on beatone. They play the quarter note pattern (which alignswith the melodic ostinato) throughout till the last bar. Atmeasure 9, the tambourine enters, playing the patternindicated on the music. At measure 17 the first time, thecowbell enters. The second time, the jingle bells begin.The first time at measure 25, it’s the drums turn to makean entrance along with the claps. On the repeat, thetriangle joins the party. By measure 33 (where the

marching band begins to play on the recording), allpercussion instruments are in and playing their pattern.From this point, they simply continue to the last barwhere they pause after beat one and hit the button onbeat four together. Really kind of a simple formula,though it may look daunting on paper. To help you sort itall out, we have extracted the percussion parts andincluded them in this book on pages 46-48. There’s also anote at the bottom of the second page of the piano/vocalscore with a shorthand order listing.

More than that, we have created a rehearsal mixusing just piano and percussion which you will find onthe recording for this revue. Use it to help your students

practice their parts. In the end, the important thing is forthem to watch you for their entrance cues.

You will notice that the ostinato is notated for guitaras well as the instruments you hear on the recording. Thisis optional, but if you have beginning guitar players, itgives them a chance to participate as well. All the notesare on the E string, so it’s easy and fun to play. As themusic says, electric guitars would be more audible thanacoustic, but use what you have. We have also created aTAB part, in case your students prefer to read that way.You will find it on page 49.

The song is a blast to sing and it will really stick withyou! The one tricky part is at measure 25. The first timethere, the singing stops abruptly and the clapping begins.Also at this point, the alto sax player (Jim Farrelly) beginsad libbing, and quite nicely, we might add. To this point,he has been playing the melody. When the singingresumes the second time at measure 25, singers should beable to continue clapping, as the rhythm is quite natural.

Kind of a neat thing happens at measure 33 which

you might want to point out to your kids. A corps stylemarching band background joins in, blatting tubas andall. Do your students recognize the motif the upper brassare playing? (It’s the opening piece of melody from thefirst song of the revue. This in effect ties the beginningand the end of the whole show together with music!)

Bow MusicIf you’d like to have bow music, we recommend you

use the finale again for this purpose. For yourconvenience, we have included the finale as a reprise onthe recording for this revue (tracks 6 and 12). You might,however, prefer to use one of the other pieces you used forthe revue, or even a traditional song like “We Wish YouA Merry Christmas” or “Jingle Bells” for bow music. If you do use a song from the revue, the opening song isvery nice, and we think it would be a good option.

Whatever you choose, you can play the song in itsentirety as an instrumental background while bows arebeing taken. Or start it as an instrumental only, then letsingers and performers join in on your cue. Alternatively,fade it out when bows are finished. Don’t forget torehearse this part.

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p r e s e n t e d b y

© 2 0 1 2 P l a n k R o a d P u b l i s h i n g , I n c .

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y o u n e e d f o r y o u r p r o g r a m .

a holiday of music

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