This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1914 Excerpt: ...This should be sung as a rote song. "The World Awake" (Page 81): --Key of E Flat. "Do" or "one" on first line. 4/4 time. Four beats to the measure. First tone "sol" or "five." First tone on last beat of the measure. Four phrases, each phrase corresponding to the line of music as it appears on the page. "The World Awake ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1914 Excerpt: ...This should be sung as a rote song. "The World Awake" (Page 81): --Key of E Flat. "Do" or "one" on first line. 4/4 time. Four beats to the measure. First tone "sol" or "five." First tone on last beat of the measure. Four phrases, each phrase corresponding to the line of music as it appears on the page. "The World Awake" should be sung as a rote song. NINTH WEEK Carpenters Page 5 Bow-wow-wow Page 6 A Hymn of Thanks Page 7 "Carpenters" (Page 5): --Key of G. "Do" or "one" on second line. 6/8 time. Two beats to the measure. First tone "sol" or "five." Three phrases--each phrase a line. The second line contains two motives. This song is familiar to the children, as it was learned in the first week of school. The pupils should begin to follow the notation of the song more definitely and more accurately than they did in their early study of it, and they should now point directly under each note as they sing the tone. As a beginning, it will be best for the children to sing only the first phrase. This phrase they ought to repeat again and again until they get the idea of pointing--with the rhythm of their singing--to each note as they sing the corresponding tone. In this case they will be singing the tonic chord 5-3-1 in the first measure, and the tones of the dominant chord, together with the "do" in the second measure. The children are not to be told about chords. They are simply to sing them in order to strengthen their feeling for these chord relations and to connect this feeling with the notation. In later lessons the pupils should follow the notation of the entire song so that the notes as they appear on the staff will strengthen their feeling...
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