Maryanne Variations

Neal Smith
nsmith@mail.millikin.edu
Millikin University

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Notation

Level:

7-12 Instrumental

Equipment:

 

Duration:

45 Minutes

Prior Knowledge and Skills:

1. Intermediate proficiency on instruments
2. Ability to improvise melodic patterns using tonic and dominant harmonies
3. Familiarity with Caribbean Folk Song “Maryanne”

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Singing, alone and with others, a varied repertoire of music.
NAfME Standards of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing

NAfME Standards of 1994: Improvising melodies, harmonies, and accompaniments.
NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating

NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

NAfME Standards of 1994: Understanding Music in Relation to History and Culture

NAfME 2014: Connections

Materials:

1. Computer with Band in the Box installed and equipped with speakers
2. Band in the Box song file with harmonic changes for Maryanne entered(Bb/Bb/F7/F7/F7/F7/Bb/Bb/Bb/Bb/F7/F7/F7/F7/Bb/Bb) and set to loop three times.
3. Notation software with template created for key, time signature, and harmony of Maryanne (optional).

Objectives:

1. Students will improvise variations of Maryanne with their voice and instrument while adhering to the harmonic changes in Bb major.
2. Students will improvise using various Latin styles included in Band in a Box as an accompaniment
3. Student will compare accompaniment styles and decide which one is most appropriate for their variation
4. Students will identify the cultural origins of Maryanne
5. Students will notate their variation using notation software (optional)

Procedures:

1. Students review melodic patterns in Bb Major using tonic and dominant harmonies.
2. Students review “Maryanne” on voices and instruments.
3. Sing tune using Band in the Box as accompaniment (select Latin style such as Maraco, Salsa, Havana, or Caribbean and set tempo to 140-150)
4. Ask students to audiate a variation on Maryanne while listening to various styles of accompaniment
5. Select some students to sing their variation using one of the accompaniment styles
6. Students select their favorite accompaniment style
7. Teacher selects students to play their variation using their selected accompaniment style
8. Teacher asks students where they think the song may have originated and gives students background information on that culture (location, history, ethnic make-up, language, etc.)
9. Students can notate their variations using notation software.

Evaluation:

Students will be assessed on the following
1. Instrumental proficiency of their performance
2. Familiarity with the song and harmonic changes
3. Creativity of their variation
4. Accuracy of notation

Follow Up:

Students could later create additional parts for their variation — bass lines, counter melodies.

Facebook
WhatsApp
Twitter
LinkedIn
Pinterest

Leave a Comment

Your email address will not be published. Required fields are marked *

ABOUT ORGANIZER
MD. WILLIAM HOUSTON

Cum autem nisi! Sed vero hymenaeos pellentesque nihil illum porro exercitation aspernatur.

RECENT POST
EVENT PROMO
Scroll to Top

We use cookies to ensure that we give you the best experience on our website. Feel free to delete them when you're away. We will bake more.