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DISCLAIMER: This information is provided "as is. Most sheet music from www.pitt/edu~deben; Gilbert DeBenedetti and NoelNoelNoel.Com, visit these sites for more music sheets ; intended for in home use only.
CONTENTS
-- INTRODUCTION
-- CHAPTER 2 FIRST PIECES (CHRISTMAS MUSIC) -- CHAPTER 3 MUSIC FOR THE GUITAR AND/OR LYRICS FOR CAROLING
INTRODUCTION
Here we present an Ebook with quick and easy ways to stimulate Music Appreciation in your own family this Christmas season - sheet music. The best part is, it's absolutely free! So, if your child is beginning to play their music instrument, or is more experienced, you can still add this to your repertoire come Christmas Eve.
Here are some free Christmas sheet music for you to enjoy and a new article on fostering Music Appreciation in your family.
the works, and conveys meaning. This is why music has to be taught to be understood in all its complexity. The result for someone listening, or making music, is the exchange of emotions. And the exchange of emotions promotes simplicity in this interaction. This exchange also deepens communication. These manipulations with sound and structural models must be linked to the context in which the individuals involved in the musical experience are into. Therefore, each musical experience communicates the disposition, creativity, and traces of different cultures, which reflect themselves in the processes of musical production, appreciation, and reproduction. In this manner, in order for us to defend the idea that it is necessary to promote internal and external peace for mankind, we need to foment learning and musical experience for our children, since an early age. Music is life. It involves us since it is a human creation. It can be created and executed by us throughout many phases of our development. It is in the satisfaction of making music that children involve themselves cognitively with processes of creativity, problem-solving, and gaining the initiative to take risks, to express themselves, and to evolve as a thinker and innovator. Musical learning leads to interpersonal relationships, acceptance by the group, the desire to create, and the motivation to communicate. In the following paragraphs we will suggest some ideas about how to promote teaching/learning music in our families:
1 How to lead the musical experience? First, babies or young children need a favorable environment. It is necessary to create success values in the family. In order to have success it is necessary that the parents have courage and take risks to live happy days and each day more satisfying moments for their children. We can enumerate 10 aspects that must be considered if we would like to improve our success in creating a more musical environment for our children: 1 SUCCESS! Believe that your child is capable to understand and to make music! In the least this will create a person with music appreciation and will be part of an audience that will understand and will derive satisfaction from quality music. S/he will capable to appreciate our collective and historical musical culture of mankind and will be able to maintain it and promote it. 2 OPTIMISM! Yes, it is possible to appreciate, create, live, and become highly satisfied with the musical activity and learning! Many are those who did and still currently do this. 3 INITIATIVE! Have in mind an action plan. See how the child is going to be exposed or become into contact with music. Will it be through and/or from listening since
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in utero? What kind of music will s/he listen to? Only after birth will you expose the baby to music? Who might sing to the baby (nursery rhymes or other songs)? Have you selected them? Have you found out whether music from a particular musical instrument pleases the baby more? One must remember that any and all initiative must lead to experiencing music daily, and always in an environment of satisfaction and appreciation for music of good quality. 4 GOALS! It is necessary to know where the family wants to arrive. It is necessary to ask whether experiencing music leads to increasing music appreciation in the family, community and county, or whether it is to develop musical performers/musicians. You should establish goals and follow the development of music cognitive skills and then this will lead to a decision of whether or not the child should dedicate him/herself to professional performance. If the child decides, between 6 and 10 years of age, that s/he wants to deepen his/her knowledge as a performer, new goals will have to be developed and implemented. We have to embrace the idea together with the child if this makes them happy and indeed encourage them to play and pursue the mastery of their favorite instrument. 5 WORK! Work means regularity, seriously dedicating yourself to the compromise of providing the child with the opportunity to experience music everyday. Work means to develop, through music, habits and attitudes of musical execution. This means that there has to be dedication to learning music theory, vocal, instrumental, and improvisational practices. And that there must be a commitment to theoretical learning (musical concepts) and musical elements essential to the utilization of musical structures and schemes in the process of musical experiencing and creation . 6- COMMUNICATION! Music is an excellent medium for teaching us the importance of communication. A babys cry already is an element of communication and it is composed by notes and musical intervals. Many children sing, hum melodies long before they begin to speak. Therefore, when music is already being exercised and played, musical improvisation becomes an example of sophistication reached by those executing the process. It is possible that different culture see themselves through similarities of esthetic emotions promoted by listening to different songs, which bring in their scope similar musical ideas. It is possible for people from one culture to love and admire another due to their music. Music creates communication links and bridges the distance among men. 7- ATTITUDES! It is necessary to believe in the importance of teaching music in order for children to develop in a rich and healthy way. The alignment of the parents attitudes to that of valueing music, is understood and assimilated by the children. Parents that dislike classical or popular music, or any other type of music, pass this attitude down to their children. What matters is to help our children by giving them the opportunity to evolve, become better than ourselves, for the benefit of all of humanity. In this context, attitude means to pass down to your children the family values of musical appreciation.
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8- PERSISTENCE! Musical learning only becomes reality when the child has a desire/disposition to make music. In order for us to find our whether s/he has this disposition, s/he has to be exposed and has to experience music. Hence, it is necessary to give time and continuity to the exposure to music so that the cognitive development system can go through the appropriate stages. In order to develop cognitively in a musical context, it is necessary for the parents and children to remain persistent, which will result in the succession of levels which lead to each day deeper knowledge and complex specialized learning. 9- PRACTICING! All the steps above lead to a system of how to experience music. The child that experiences rewarding musical practice goes on to practice music, in a routine of instrumental study which will lead s/he to aesthetic expression through execution of his/her works or works of other composers. 10- CONCLUSION: The childs process of experiencing music, with parental support, will lead to a unique reality: A dream has been visualized, goals have been set, and the participants have been persistent. There has been practicing of communication, training to reach the goals outlines, and a conclusion about what should be done at each step lived. To live and experience music and learning how to make music adds much to family life and this increment in quality provides improved communication in society. The overall result is a quest for the evolution of humanity, through the cultivation of art, intelligence, and emotion.
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C Thumpety thump thump, thumpety thump thump, G7 Look at Frosty go. Thumpety thump thump, thumpety thump thump, C Over the hills of snow.
CHORDS USED: G7
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Db6 Ebm7 Fm7 Gbmaj7 (Fm7 Ebm7) Chestnuts roasting on an open fire Db6 Abm7 Db7 Gbmaj7 B9 Jack Frost nipping at your nose Db6 B9 Bbm7 Gm7 Gb7 Yuletide carols being sung by a choir Fmaj7 F#m7 B9 Emaj7 Ebm7 D9 And folks dressed up like Eskimos.......everybody Db6 Ebm7 Fm7 Gbmaj7 (Fm7 Ebm7) knows a turkey and some mistletoe Db6 Abm7 Db7 Gbmaj7 B9 Help to make the season bright Db6 B9 Bbm7 Gm7 Gb7 Tiny tots with their eyes all aglow Fm7 E9 Ebm7 D9 Db6 Will find it hard to sleep tonight Abm7 Db7 Gbmaj7 They know that Santa's on his way Abm7 Db7 Gbmaj7 He's loaded lots of toys and goodies on his sleigh F#m7 B7 Emaj7 And every mother's child is gonna spy Eb7 Ab7 To see if reindeer really know how to fly Db6 Ebm7 Fm7 Gbmaj7 (Fm7 Ebm7) And so I'm offering this simple phrase Db6 Abm7 Db7 Gbmaj7 B9 To kids from one to ninety-two Db6 B9 Bbm7 Gm7 Gb7 Although it's been said many times, many ways Fm7 E9 Ebm7 Ab7 Db6 Merry Christmas to you
CHORDS USED: Db6 (x4332x) Ebm7 (x68676) Fm7 (x810898) Gbmaj7(x91110119) Abm7 (464444) Db7 (x46464) Gbmaj7(2x332x) B9 (x2122x)
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D Bm Em A D Bm Em A It's the most wonderful time of the year Em A D With the kids jingle belling and everyone telling you G G#dim7 "Be of good cheer" D Bm Em A D Em A It's the most wonderful time of the year. D Bm Em A D Bm Em A It's the hap - happiest season of all Em A D With those holiday greetings and gay, happy meetings G G#dim7 When friends come to call, D Bm Em A D Am D it's the hap - happiest season of all. G G#dim7 D Bm There'll be parties for hosting, marshmallows for toasting, Em A D and caroling out in the snow. Gm C F Dm There'll be scary ghost stories and tales of the glories Em7b5 Bb Em A of Christmases long, long ago. D Bm Em A D Bm Em A It's the most wonderful time of the year. Em A D There'll be mistle-toeing, and hearts will be glowing G G#dim7 when loved ones are near. D Bm Em A D It's the most wonderful time of the year. UNUSUAL CHORDS: G#dim7 (4x343x)
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LET IT SNOW!
Sammy Cahn, J.Styne (c) 1945 F C7 F Oh, the weather outside is frightful, F Abdim C7 But the fire is so delightful, Gm D7 Gm And since we've no place to go, C7 F Let it snow, let it snow, let it snow. F C7 F It doesn't show signs of stopping, F Abdim C7 And I brought some corn for popping. Gm D7 Gm The lights are turned way down low, C7 F Let it snow, let it snow, let it snow. C When we finally kiss good night, Dm G7 C How I'll hate going out in the storm. C But if you really hold me tight, D7 G7 C7 All the way home I'll be warm. F C7 F The fire is slowly dying, F Abdim C7 And, my dear, we're still good-bye-ing, Gm D7 Gm But as long as you love me so. C7 F Let it snow, let it snow, let it snow.
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On the <D>first day of Christmas my <A>true love gave to <D>me, A <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>second day of Christmas my <A>true love gave to <D>me, <D>Two turtle doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>third day of Christmas my <A>true love gave to <D>me, <D>Three French hens, two turtle doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>fourth day of Christmas my <A>true love gave to <D>me, <D>Four calling birds, three French hens, two turtle doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>fifth day of Christmas my <A>true love gave to <D>me, <D>Five <E>golden <A-tacet>rings. <D>Four calling birds, three French hens, two turtle doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>sixth day of Christmas my <A>true love gave to <D>me, <D>Six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
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On the <D>seventh day of Christmas my <A>true love gave to <D>me, <D>Seven swans-a-swimming, six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>eighth day of Christmas my <A>true love gave to <D>me, <D>Eight maids-a-milking, seven swans-a-swimming, six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>ninth day of Christmas my <A>true love gave to <D>me, <D>Nine ladies dancing, eight maids-a-milking, seven swans-a-swimming, Six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>tenth day of Christmas my <A>true love gave to <D>me, <D>Ten lords-a-leaping, nine ladies dancing, eight maids-a-milking, Seven swans-a-swimming, six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the e<D>leventh day of Christmas my <A>true love gave to <D>me, E<D>leven pipers piping, ten lords-a-leaping, nine ladies dancing, Eight maids-a-milking, seven swans-a-swimming, six geese-a-laying, <D>Five <E>golden <A-tacet>rings.
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Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
On the <D>twelvth day of Christmas my <A>true love gave to <D>me, <D>Twelve drummers drumming, eleven pipers piping, ten lords-a-leaping, Nine ladies dancing, eight maids-a-milking, seven swans-a-swimming, Six geese-a-laying, <D>Five <E>golden <A-tacet>rings. Four calling <D>birds, three <G>French hens, <A>two turtle <D>doves, And a <D>part<G>ridge <D>in a <A>pear <D>tree.
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WINTER WONDERLAND
G G Sleigh bells ring, are you listenin' D D In the lane, snow is glistening D7 Am D C A beautiful sight, we're happy tonight A D G Walking in a Winter Wonderland Gone away is In his place He's singing Walking in a the blue bird is the new bird our song, as we go along Winter Wonderland
B F# B In the meadow we can build a snowman B F# B Then pretend that he is Parson Brown D A D He'll say "Are you married ?", We'll say "No man, D A D But you can do the job when you're in town." Later on, we'll conspire As we dream by the fire To face unafraid, the plans that we made Walking in a Winter Wonderland [Interlude over verse chords] B F# B In the meadow we can build a snowman B F# B And pretend that he's a circus clown D A D We'll have lots of fun with Mr.Snowman D A D Until the other kiddies knock him down When it snows, ain't it thrillin' Though you know, kids are chillin' We'll frolick & play, the Eskimo way Walking in a Winter Wonderland (wo oh oh ...) [repeat last line to fade]
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OPTIONAL INTRO: G I just came back from a lovely trip Along the milky way A7 I call on dear old Santa Claus D7 To spend a holiday.
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SILENT NIGHT
by Franz Gruber waltz 3/4 time
C Silent night, holy night G C All is calm, All is bright F C Round yon Virgin, Mother and Child F C Holy Infant so Tender and mild, G C Sleep in heavenly peace, C G C Sleep in heavenly peace. Silent night, holy night Shepherds quake at the sight, Glories stream from heaven afar, Heavenly hosts sing Alleleulia Christ the Saviour is born! Christ the saviour is born.
Silent night, holy night Son of God, love's pure light Radiant beams from Thy holy face with the dawn of redeeming grace, Jesus Lord at thy birth, Jesus Lord at thy birth.
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MORE FREE SHEET MUSIC FOR ADDITIONAL INSTRUMENTS CAN BE FOUND AT: http://www.music-scores.com/Christmas_Carol_Melodies_for_many_instruments.pdf
Happy Holidays!
Baby-can-read team
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