VII

Title: “The Jazz Man” from Friday Afternoons, Op. 7

Unison treble voices with piano

Composer: Benjamin Britten

Text: Eleanor Farjeon

Publisher: Boosey & Hawkes, 1936, 19388

Background Information: From http://w3.rz-berlin.mpg.de/cmp/britten.html: The renowned twentieth century

English composer, Benjamin Britten (1913-1976) composed major works in all mediums.

His operas include Peter Grimes, The Rape of Lucretia, Albert Herring, The Beggar’s

Opera, The Little Sweep, Death in Venice, Gloriana, and The Turn of the Screw. Many of

his works were written for the Aldeburgh Festival, which he and his lifetime companion,

Peter Pears, founded in 1948. These include St. Nicholas, The Young Person’s Guide to

the Orchestra, Spring Symphony the War Requiem and his closing masterpiece, String

Quartet no. 3.

From www.treblechorus.com/content/main/recordings.199610.htm: Britten wrote this

collection for his teaching the boys of Clive House at the Prestatyn School on “friday

afternoons”. A recording of this entire collection, sung by The Treble Choir of New

England, can be ordered at this site.

Musical Elements:

Meter: 2/2

Tempo: Quick, with fire

Form: Through Composed: Piano Intro, A (a/piano interjection b c d d1 d11) Piano

Interlude B (a/piano interjection b c d e) Piano chord

Tonality: A∫ do with modulating phrases to B∫, C, and D

Phrasing and Harmony: Marked in the score

Dynamics mf, f, ff

Vocal Technique Elements:

Range: e∫ – f1

Tessitura: a- e1

Pitch set: Melody - A∫ do: Fi1 S1 L1T1 D R M F S L

Rhythm: ç, Ç, ∂, Î , ß , Í

Harmony: piano accompaniment creates some dissonant harmonies along with

traditional functions

Text: Fun description of a one-man Jazz band by Eleanor Farjeon.

Elements Related to Teaching:

Appropriate Grade Level: Advanced treble 5th – 8th

Difficult Sections: modulating phrases, octave leaps, and articulation of diction

throughout.

Possible Teaching sequence:

Objective: To perform modulation using movable Do and spirited articulation of

the words.

Warm-up activities need to include half-step preparation and articulation

exercises.

Motivation: Explain that students will be changing keys or modulating as they

sing from hand signs. Teacher uses right hand to sign d r t1 d l=s in left hand, left

hand continues s fi s l s s s l t d1 l = s in right hand, right hand continues, etc.

Procedure: Students clap and say rhythm patterns from overhead derived from

score and then sing phrases from sol-fa marked in score on overhead. (Divide this

into two or three practice sessions.) Speak words with accents and dynamic

markings. Practice octave leaps using sol-fa in correct rhythm. Add words. Add

the accompaniment.

This piece would need 4-6 15-minute rehearsals to learn.