Student Workbook Samba UCC by Ullswater Community College

GCSE Music

SET WORK INFORMATION

Esperanza Spalding Samba Em Preludio – from the album ‘Esperanza’ 2008

STUDENT NAME………………………………………

BASIC INFORMATION Esperanza Spalding was born in Portland, Oregon, USA, in 1984. Active in music from an early age, she graduated from violin to double bass, studying at the Portland State University, and later at the Berklee School of Music. She has worked as a soloist and session player in a variety of musical styles, but is best known for her four solo albums Junjo (2006), Esperanza (2008), Chamber Music (2010) and Radio Music Society (2012). She has won four Grammy awards, including ‘Best new artist’ in 2011, where she was in competition with Florence and the Machine, Mumford and Sons, and Justin Bieber. Esperanza has wide musical tastes, and her own compositions show influences from jazz, blues, funk and Latin-American music – especially Brazilian styles. On the album Esperanza she sings in English, Spanish and Portuguese.

This set work is a cover of a song written in 1962, by Roberto Baden Powell de Aquino and Vinicius de Moraes called ‘Samba Em Preludio’. A prelude refers to the song being a short piece written in the style of an improvisation. It was originally intended to be a love duet between a man and a woman. ‘Samba’ is a Brazilian musical style. This piece is not really a Samba, but is in a style closely linked to Samba called Bossa Nova. Bossa Nova means ‘New Trend’ and is a fusion of Brazilian Samba and American Jazz. The style is much more laid back than Samba.

KEY FEATURES OF FUSION (Latin-American and Jazz) MUSIC 1. A fusion combines the key features of two different musical cultures. 2. It uses rhythms, instruments and structures from both of these styles. 3. Guitars are often used in Latin-American music, especially the nylon-stringed guitar 4. Bass guitars are used in Latin and Jazz music 5. Both instruments have a solo section which is common in Jazz music 6. Jazz includes improvisations 7. Jazz music includes lots of syncopation and dotted rhythms 8. Jazz music often uses extended or substitution chords 9. Samba is based on specific rhythmic patterns 10. Samba includes call and response 11. Samba melodies are very catchy and repetitive

Consolidation activities Here is a selection of tasks which get progressively more challenging. You should spend about an hour completing this. 1. What styles of music has Esperanza Spalding used to create Fusions? (give 2 examples). a. ______________________________________________________________ b. ______________________________________________________________ 2. Complete the definitions of the underlined key words from above in the box below. 3. Find an example of another group who are well known for writing Jazz fusion music. ____________________________________ 4. Listen to another piece of music from the same album as our set work and complete the statements below. I listened to_____________________________________________________. It is an example of the fusion of ________________ and _________________. I thought that things which were similar were: a) _________________________________________________________ b) _________________________________________________________ c) _________________________________________________________ And things which were different were: a) _________________________________________________________ b) _________________________________________________________ c) _________________________________________________________

Keywords and their definitions Jazz: ______________________________________________________________________ Blues: _____________________________________________________________________ Samba: ____________________________________________________________________ Prelude: ___________________________________________________________________ Syncopated: ________________________________________________________________ Bossa Nova: _______________________________________________________________ Improvisation: ______________________________________________________________ Extended chords: ___________________________________________________________

Wider Listening (General) Each piece you listen to requires you to also know about other SIMILAR types of music. They could be similar because:  the same composer wrote them  because they are written in the same musical period,  many other reasons. Here is a list of pieces of music which could be linked to this set work and the composer. The YouTube links are also provided (should you wish to access this booklet online). In the boxes provided, make comments about why you think this piece is included in the wider listening for this set work. Piece 1 – Bueno Vista Social Club ‘Chan Chan’ Youtube link – https://www.youtube.com/watch?v=KODWcrncnUU Comments;

Piece 2 – Esperanza Spalding – I know You Know Youtube link – https://www.youtube.com/watch?v=NlGiqDwG20s&list=PL0qoCZRoupkgrexFau7T_rf8KCObGJCmT& index=2 Comments;

Piece 3 – Dizzy Gillespie & Machito - Afro-Cuban Jazz Moods - Exuberante Youtube link – https://www.youtube.com/watch?v=0c5ef2dexrs&index=4&list=PL94gOvpr5yt3YBuiUtVkhK2Jt0ppQ4SA Comments;

Analysis of our Set work Facts about the context of the piece What style is it? What are the key features of this style? Are they in this piece? Is it part of a bigger piece? If so, where does this piece ‘sit’ in comparison with other parts of the same piece?

Performing forces and their handling What instruments are playing in the piece? (Don’t forget singers!). What role does each of them play? Is it tricky to play? Why? Does it use a large range for that instrument? Are there any specific techniques used (e.g. mutes, effects etc)? What are the dynamics like?

Structure There are seven sections. The timings are written for you. Note down any important features for each section.

Bar numbers Bars 1–3

Section Introduction

Bars 4– 19

Verse 1 (A)

Bars 19– 22

Link

Bars 23– 54

Verse 2 (B)

Bars 55– 88

Guitar solo

Bars 89–104

Voice and bass duet (verse 3)

D.S. to end

Coda section

Key features

Melody What instruments/voices have the melody in different sections? Is the melody doubled in different instruments/voices? Is it doubled in unison, octaves, 3rds etc? Does the melody fall into regular phrases? What is its tessitura? Is it conjunct or disjunct? Is it diatonic or chromatic? What is its shape (rising or falling etc)?

Texture Is the texture monophonic, homophonic or polyphonic or does it change? What features can you see and hear (loops, layering, call and response etc). Does it include heterophonic texture?

Tonality and Harmony What is the key/tonality? Does it change? Where and what are the main chord sequences? Are they varied or repetitive? Is the music diatonic or chromatic, or is it a mixture? How often do the chords change? Identify any interesting features.

Tempo, Rhythm and Metre What is the tempo? Does it change? What is the metre? Does it change Is the piece in straight or swing rhythm? Is there syncopation? Are there features such as ostinatos? How long are the phrases. Note any interesting features (triplets, loops, riffs, accents etc).

Dynamics How would you describe the volume of the piece? Does it change? Are all the instruments/voices the same volume?

Listening Questions related to your set work LISTENING 1 (1:19 â&#x20AC;&#x201C; 2:00) - You will hear the extract 3 times. 1) Give the full name of the bass instrument in this excerpt ______________________ (2 marks) 2) On which type of dance is the piece based? ________________________________ (1 mark) 3) Which of the following describes the compass (range) of the voice part in this extract? a. 5th b. 7th c. 9th d. 11th

(1 mark)

4) Describe the use of harmony in this extract. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________(4 marks)

Total /8 marks

LISTENING 2 - (0:43 â&#x20AC;&#x201C; 1:43) You will hear the extract 3 times 1) Which of the following best describes the texture of the extract?

(1 mark)

a. Monophonic b. Polyphonic c. Heterophonic 2) List three features that give the piece a Jazz sound.

(3 marks)

3) What language are the lyrics sung in? __________________________

(1 marks)

4) The lyrics describe a person wishing to be united with their lost love. How is this reflected in the music? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________(2 marks)

Total /7 marks

Extended Response question For each set work, you MIGHT be asked to write in more detail about the piece. You will hear the piece played to you and you will also have a piece of music you’ve NOT studied as well. They will be linked in some way (for example, if you are asked to write about a vocal piece, then the unknown piece is likely to be a vocal piece too). https://www.youtube.com/watch?v=KJ_HHRJf0xg

‘Habanera’ from Bizet’s Carmen

NOTES ON ‘UNFAMILIAR’ PIECE OF MUSIC

Typical Question Using the notes you have made above and your notes about your set work, then answer the following question. You should spend no more than 25 minutes putting the answer together.    

Things to consider You need to give facts EQUALLY about both pieces. It will be marked out of 12 (see the page 17 for the marking guidance from the exam board). You should back up each point with a bar reference (or example) from the score. You will need to use the score from your course book for the Purcell. Include a conclusion at the end.

QUESTION The first extract is a lament about lost love and the second is a song about a woman determined to pick the man she fancies. Compare the different ways in which music is used to achieve the mood in each song. Use your knowledge of musical elements, contexts and language in your response. (12 marks)

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 15

Writing Frame Help Essay Question: Compare the different ways in which music is used to achieve the mood in each song. Use your knowledge of musical elements, contexts and language in your response. (12 marks) Which musical elements in your notes is this question asking you to discuss?

Paragraph 1 – short introduction. When were these pieces composed? What styles is each piece fusing together? Are they the same kind of piece? Write one sentence about how you are going to set out your answer. Write in complete sentences and back up every point you make.

Paragraph 2 – Context of ‘Samba Em Preludio’ (PEEL). What is the piece about? Think about the background of the song

Paragraph 3 – Context of ‘Habanera’ (PEEL). What is the piece about? Is the piece part of a larger work?

Paragraph 4 – mood of ‘Samba Em Preludio’ referring to musical elements (PEEL). (PEEL). What is the tempo and metre? Identify any strong rhythmic features or repeated rhythm patterns; which of the fused styles do they represent?. How does rhythm contribute to the overall effect of the piece? What is the tonality? Is the harmony important?

Paragraph 5 - mood of ‘Habanera’ referring to musical elements (PEEL). What is the tempo and metre? Identify any strong rhythmic features or repeated rhythm patterns; which of the fused styles do they represent?. How does rhythm contribute to the overall effect of the piece? What is the tonality? Is the harmony important?

Paragraph 6 - use of language in ‘Samba Em Preludio’ (PEEL). What language is the singer singing in? How are the lyrics set in the music? Does the language have an impact on the mood of the overall song?

Paragraph 7 - use of language in ‘Habanera’ (PEEL). What language is the singer singing in? How are the lyrics set in the music? Does the language have an impact on the mood of the overall song?

Paragraph 8 – short conclusion. What are your conclusions? How is the mood achieved in each piece? Briefly sum up how the two pieces contrast with each other. Did you find one more interesting or effective than the other? Why? In your judgement, do the pieces reflect the mood they are trying to convey effectively/?

Teacher comments and mark:

Mark Scheme for 12 mark responses

Challenge and consolidation activities Here is a selection of different activities you could try in relation to this set work. Some are designed to help you check your understanding and others (marked with an *) are designed to challenge you. Sometimes, these will be set as personalised homework, but other times, you should use them outside of your classroom learning to support your knowledge. 1) What is the structure of ‘Samba Em Preludio’? 2) Can you create a quiz for other students that includes at least 15 keywords related to this piece? 3) Describe the rhythm in the first verse of ‘Samba Em Preludio’. 4) List three ways that ‘Samba Em Preludio’ is like a Bossa Nova. 5) List three influences of Jazz on ‘Samba Em Preludio’. 6) How is the piece like a prelude? 7) *Work out the chords for verse 2. Write down the name of the chords and the notes they contain. 8) Chord extensions are used in this piece. Explain what is meant by C#m11b5 and F#7#5? 9) *Describe the mood created by this piece. Give suggestions of why this is the case and how it is achieved in the music. 10) ADD A FEW MORE

Cross off each of the questions when you have completed them. Lined paper is provided at the end of this booklet for these tasks.