Professional Documents
Culture Documents
Final Analysis
Final Analysis
Taylor Davis
General Information
Style period: contemporary arrangement of folksong
o Hymn from Quaker community
Same family of hymns as Simple Gifts
Congregational singing allowed after the American
Civil War
Group worship, prayer through music
Taken over by Pete Seeger, sparked folk revival in the
1960s
Covered by variety of artists: John McCutcheon,
Arlo Guthrie, Enya, Bruce Springsteen
Taylor Davis (b. 1980)
o Current director of music and worship for First United
Methodist Church in Fulshear, Texas
BM in Sacred Music from Centenary College of
Louisiana
o Has been composing since the age of seven
Main instrument is piano
Has been singing in choirs since early childhoodfather Sid Davis is director of music and fine arts at
Saint Luke United Methodist Church (Houston, Texas)
o Works with jazz trio when not directing sacred music
Paul Eason Band
Wrote this piece in 2010 for the Luther College Music Series
o Series designed to provide quality literature in areas that
are important to the ongoing mission of Luther College
(Dr. Craig Arnold, Director of Choral Activities)
o Performed by many all-state choirs, graduation ceremonies
Text
Poem titled Always Rejoicing by Pauline T.- credited to Robert
Lowry in this edition
o Published in 1868, The New York Observer
My life flows on in endless
song above earths lamentations.
I hear the real, though far off hymn
that hails a new creation.
Through all the tumult and the strife
I hear its music ringing.
It sounds an echo in my soul;
how can I keep from singing?
o Rhyme scheme: ABCB, DEFE, GHIH, etc.
Form
Strophic, adding more harmony each verse
o Key change continues strophic feel in different key- same
intervals/rhythms with different pitches
Oboe/violin/piano introduction returns as coda
Rhythm
Melody:
eighth | eighth eighth dotted quarter eighth | eighth eighth
dotted quarter
Rope trick once pitches are learned and text is mostly memorized
Balance with instruments and choir
Outcomes
Skill #1- The learner will sing long phrases with spin through
sustains.
o Sideways tornado to track breath on longer notes
o When piece is learned, use rope trick to keep pull through
long phrases.
Skill #2- The learner will sing in 3/4 while maintaining tempo.
o Sing melody on reiterated solfege.
o Tap eighth note pulse on chest/arm/leg while singing
counts (and one and two and three and)
Knowledge #1- The learner will compose pentatonic melodies.
o Define pentatonic scale and identify in the piece
o Give pentatonic scale (d r m s l) in a key and have students
improvise four beats using those pitches.
Knowledge #2- The learner will identify the key change and
discuss the affect of modulation.
o ID where the key changes and determine the relationship
between the original key and the modulation.
o Teacher plays different modulations (transposed, major and
minor) and students Think-Pair-Share the affect of different
keys.
Affective #1- The learner will discuss the importance of music in
religions.
o Discuss the Quakers and their shift to congregational
singing
o Research and share findings on music in world religions,
including Buddhism, Islam, different facets of Christianity,
and traditional African religions.
Affective #2- The learner will reflect on and share their positive
experiences with musical performances.
o Think Pair Share- When did listening to music or making
music make you happy or excited?
o Quick Write- What can music remind you of in your life?
Examples would be family, places, events, friends, or even
other media like movies or books.
Heart Statement
The heart of this piece is folk music written in a new setting while
preserving the feelings of joy in making music. Music about
singing or performing music can be paradoxical thinking, but it is
meant to celebrate the expressive power of making music as a
community.