(Wy) AMERICAN YOUNG VOICES Give Us Hope TEACHING NOTES AND RESOURCES COMPOSER’S NOTES - CONDUCTOR’S NOTES - LYRICS - SCORE - TEACHING OBJECTIVES FOR LEARNINGB> How to use this document This resource will provide you with everything you need to deliver with confidence the song Give Us Hope? to your music classes and/or chorus(es).. ‘Asan American Young Voices registered school, you have permission to make photocopies for your students and other teaching needs. If you have any specific questions, please’Ask Erin’: erin@americanyoungvoices.com B= Conductors notes Give Us Hope has become somewhat of an anthem for children worldwide, It can be heard as you leave the 9/11 museum in NYC. The opening 8 bars is in three parts and the singing occurs on the CD four times, one with each part sung separately, and one track with all three together. For this full version listen closely to your speakers, as you will find one part in the left, one in the right, and the other in the middle (.e., both speakers.) Split your own choir equally into Lows, Middles and Highs. This music should sound truly amazing in our concert! won't be dividing the massed choir on the day, we'll just have the three parts coming from all over, and we'll all be surrounded by blissful harmony. ‘Asyou practice the opening VERSE, feel the heavy beat on each each word as shown below, softly stress the beginning ‘of each word and follow the dynamics as follows. mp Lis-ten to the sound of my voice mf Can you feel the beat of my heart mp Lis-ten to the ques-tions | have mferesc. tof Lis-ten to me. Another learning tip: when you put the three parts together for the first time, try placing the singers in three different circles for each part throughout the room, and gradually bring them closer together. For the two part CHORUS sections, go back to your regular two part divisions —be aware of the syncopation, heeding closely to the rhythm on the demo; then put itll together. When the three part music comes back for a second time, each part has a short solo word ~ make sure each singer only sings the solo from their part. ‘After the bridge when the two-part CHORUS comes back, clap on 2 and 4 while swaying from right to left on beat 1 and 3. Be careful not to rush. The last note will be long, ‘ Usten tothe sound of my voice. cling) Give us us hope, my voice is calli p> lyrics Canjou tea hebect fry Rear? Conyousee? Lookin my ees, GIVE US HOPE tpounding| Can you you fee, My hand fs reaching, Usen othe questons |have listen) Ges us hope and and well show you Listen fo the sound of my voice. Usten to me, the way. Gon you fea the beat of my heowt? We are ore are the future, Give us us hope, my vices calling sen fo the questions hove. Helo us beleve Can you see? Look in my eyes, Usten to me, Isall very simple lo seewhal we need, Give US us hope, my voices calling Can you see? Look in my eyes, Can you you feel, My hand is reaching, Give us us hope and and we'l show you Show you the way, my voice is caling, the way, Show you the way, my voice is caling Show you the way, Can you you feel, My hand is reaching Give us us hope and and well show you Give us us hope, my voice is caling the way. Can you see? Look in my eyes, Can you you feel, My hand s reaching, Give us us hope and and we'l show you the way. Take my hand now look in my eyes, Tell ‘me what you see, @ARIERICAN YOUNG VOICESGive Us Hope + = HO With a Joyous feeling throughout Muse sy wes Pirewis mo FOOSE 7 NEE rece oy Tes Pincus SOF ARN URC aoe J ts Zee yl SoS mif6% 9 TA r "P Lis-ten to thesoundof my voice_ it STITH ¥ Can you feel the beat of my hear? Ss z => z = “™P Lis-ten to thesoundof my v mp Uis-ten to thesoundal my voRE— Can you feel the beat of my heart? Aes § Gan you fel the beat Of my bear? (QS S555 55: : be oe : Uis-ten to the ques-tions 1 hive Ts b. 5 5 Ot 2 PITT 3 tt is = Its all ve-ry sim to see what we need. [2 Pans only] Gat Ja Give us_ hope, Tarp my voiceis eal-ling. Canyou see? aS eel == Ss: == Pao ae a ae Give us hope, my voiceis cal-ling. Canyou see? Lookin my eyes, Can you. feel, W ARIERIGAN YOUNG VOICES 5cm BhyD BY BG Ab anc RL My band isreach-ing. Give us hope andwe'lll show youthe way. My hand isreach-ing. Give us_ hope andwe'll showyouthe way 2 oe Aye BP BD eS aS a = ¢ 5 ae = ‘™p Lis-ten to thesoundof my voice._ Canyou feel the beat of my heart? (pound- ing) 2 — = SS = eS Fi Lis-ten fo the questions T have Lis = tm w_ me. Lis-ten tthe questions 1 have.— Lis - to me Dison the questions 1 NES (iss ts TO me nm ge vm » mf —_— é ESS 55 J —— © 5 ae We ae de ty ws te oe S35 SSS We are the fi Help us bes lieve J & — We are the = WR Help us be- lieve W ARIERIGAN YOUNG VOICES41 E> BYG AP Bb cm ByD BY BYG Ab Fm Bb SF Give we tore, my voice is calling. Can you sce? Lookin my oy8 7 Ove ws tine, ty lee Beale Ang, Canyou set. Lenka my Oe 45 ‘BP BYG AP B Cm BYD EP BG AP oe Can you feel My hand, is reach ing, Give us and welll Ont de = =—— Can you feel My hand. is reach ing. Give us___ hope. and welll nf you the oof show you the way for si Gm ByDED Fm YG a” Fm » Z S = e ra a == sess Sf Toke my hand___now look inmy eyes you. see s7 Everybody Hand Claps Bbus BP F FF Giveus_ hope, my voiceis cal-ling. Canyou see? _Lookin my eyes, FF Giveus hope, my voiceis cal-ling. Can you see? Lookin my eyes, W ARIERIGAN YOUNG VOICESpoji2 typ J a Ji, J yj ig: J So GT Sor Ad Can you feel My and isreach-ing. Give us hope andwelll show you the way. = 61 oe ee ae Can you feel My hand isreach-ing. Give us hope andwelll showyou the way. Dm Cave? F RA Bb PRA = FF Give us_ hope, my voice is cal-ling. Canyou = H Give us__ hope, my voice is cal-ling. Canyou see? DmCnye> F F/A e Lookin my eyes Can you. fel, My hand isreach-ing. Give us hope andwe'll Lookin my eyes, Can you. fel, My hand isreach-ing. Give us_. hope and we'll Be F © ce. show you the way show you_the way, my voice is call - ing, = ———— == F show you the way el molto rit. wo a SS z =: . — show you the way, show you the way. mn (32S SSS SSS show you the way, myvoice is cal - ling, show you the — way. W ARIERIGAN YOUNG VOICES ‘GIVEUSHOPE (AMERICAN YOUNG VOICES GIVE US HOPE = music by James Papoulis Arranged by Francisco J. Nujiez. Lyrics by James Papoulis, Leo Schaff Bei) Aim #1 VOCAL TECHNIQUE/SINGING/DICTION Core Arts | Essential Question(s): Standards | - Whyisitimportant to have proper vocal technique while singing? + How does diction and proper vowel placement influence tone quality? Understandings - Students will understand that... + Proper vocal technique will translate into vocal health + Singing with proper diction maintains the integrity of the music + Diction provides a universal tool for communicating through language + Singing with proper diction maintains the integrity of the music and the culture Knowledge - Students will know that... + Properly formed vowels and clear articulation will lead to more musical singing + Blended voices create a more musical sound in an ensemble ~ Students will be able to... + Sing with properly formed vowels and clear articulation + Blend voices to create a cohesive sound as an ensemble Objectives | - Students will sing with healthy vocal technique using proper vowel production, breath support, clear articulation, and blend and balance voice within ensemble Assessment | - Formative assessment through observation Evidence | - Selfand peer assessment + Question and Answer + Informal and Formal Performance Aim #2 MUSIC LITERACY AND SCORE INTERPRETATION Core Arts | Essential Question(s): Standards | - How does the application of correct stylistic elements aid in performance? + How does music terminology directly affect performance? + How can tone quality affect the emotional aesthetic in the repertoire? Understandings - Students will understand that... + Knowledge of definitions of musical terms are necessary to interpret the repertoire, and also enhances the musical performance + Tone quality can elicit various emotional responses + Music can be interpreted in a variety of ways Knowledge - Students will know that... + Howto sing with dynamics, articulation, expression, phrasing, tempi, form, etc, as determined by the repertoire + Howto recognize good tone quality though listening examples and/or teacher modeling Skills ~ Students will be able to... + Read a choral score and identify their vocal line and musical symbols throughout + Interpret definitions of musical terms + Identify vocal line + Sing in unison, two-part and three-part harmonyObjective(s) ing in unison, two-part and three-part harmony, and identify their in the choral score Il identify rhythmic elements relevant to the song, including, but not ited to: time signature, syncopation, metric modulation, vocal percussion, and non-lexical vocables + Students will identify harmonic elements relevant to the song, including, but not limited to: key signature and modulation + Students will define, describe, identify and use music vocabulary relevant to the song, including but not limited to: phrasing, accent, dynamics, form, verse, bridge, chorus, descant, repeat sign, and first and second endings + Students will describe and define AABA form of the song, and describe repetitions and contrasts Assessment | + Formative assessment through observation Evidence | - Selfand peer assessment + Use music vocabulary in context + Informal and Formal Performance Aim #3 HISTORY, STYLE AND PERFORMANCE PRACTICE Core Arts | Essential Question(s): Standards To what extent does music play a role in culture? Understandings - Students will understand that... + Different styles of music require different vocal interpretations + The musical context influences musical interpretation Knowledge - Students will know that... The cultural context in which the music was composed Skills - Students will be able to... + Understand the composer's intent based on the text Objective(s) + Students will demonstrate choral phrasing and expression that conveys the text of the song, and demonstrate understanding of the composer's intent based on the text Assessment Evidence + Oral responses to the essential questions + Formative and summative evaluation throughout the process + Selfand peer assessment + Discussion/LectureAim #4 REHEARSAL AND PERFORMANCE TECHNIQUE CoreArts | Essential Question(s): Standards | - Whatis the performer's role? + What makes a good performance? Understandings - Students will understand that... The success of an ensemble can be positively or negatively affected by the professionalism of it's members Every member is accountable and responsible for his/her role in the ensemble Knowledge - Students will know that... + Rehearsal and concert etiquette + Stage presence + Conductor's gestures Skills - Students will be able to... + Audiate music Sing in sectional formations Perform with appropriate facial and body expression + Respond to conducting patterns, cues, and gestures + Demonstrate proper rehearsal and performance etiquette Objective(s) | + Students will perform repertoire in a professional manner for the benefit of the ensemble and the audience + Students will interact and cooperate with fellow ensemble members to interpret the music and enhance the performance Assessment Oral responses to the essential questions Evidence Formative and summative evaluation throughout the process + Self and peer assessment + Participate in performance