Rodgers Do-Re-Mi Encore Flashcards
Context
Maria, protagonist, teaches children the elements of music- harmony, choral singing, motifs, structure etc. Children’s song.
Fun, happy, comic at times, joy. sol fa system.
General info: metre/tempo, instruments, key, common features.
Allegretto, 2/4, trumpet doubling voice, strings, bassoon, guitar, mainly Cmj, lots of 3rds, lots of I, IV and V chords (simple harmony) = children’s songs. Syllabic.
Sections you are doing
Intro, section 1 (words bit), section 2, bridge (scale), ‘w’ and ‘dim w’, ‘when you know’ + ‘w’ counterpoint, imitation (‘sew..thread’, ‘a needle..’), end (‘‘that will bring us back to’ + coda)
Motifs
‘z’ = ‘so do la fa mi do re’
‘y’ = ‘so do la ti do re do’
‘x’ = ‘do re mi’ (‘doe a deer’)
‘w’ = ‘do mi mi’ (crotchets first then dim to quavers)
‘when you know the notes to sing’
-Section 1 Maria (repeat with words, first sung as ‘so do la fa mi do re’…antiphony ..imitation, call and response teaching, now words)
-8-bar phrase, each word a minim (apart from ‘sing’ in its own bar.
-‘z aug’ (minims now, was crotchets)
-Antecedent (teach phrase struct)
-str + bsn play oompah accomp/chordal
-flutes, clarinets countermelody: in seq, diss with aux notes and suspensions, playful, lively rhythms (quav and semis) stacc + slurs.
-‘when you’ 5th, I and Ic
-‘you know’ mj6th = w.p
-‘know the’ mj3rd, IV9, IV9, IV11 9-8 sus in c.m (G to F)
-‘notes’ Ic + I13c diss = w.p
-‘notes to’ mj3
-‘to’ V7c = cad 6/4
-‘sing’ V79 held = w.p
-‘to sing’ imp cad
-‘sing’ c.m desc scale = w.p, accomp cresc and dim = w.p.
‘you can sing most anything’
-Section 1
-8 bar phrase
-consequent
-‘y’ aug
-same oompah chordal accomp
-still c.m
-‘you can’ p5 = w.p, I and Ic
-‘can sing’ mj6
-‘sing’ IV = w.p, antiphonal c.m
-‘sing most’ mj2
-‘most’ Bdim7/F = VII flat7 c = w.p
-‘anything’ rising helps w.p, c.m rises too, also excitement, Ic-V79-I = perf cad = w.p, Ic = cad 6/4
-Then repeated with words in unison with children, str double melody in octaves (confidence?), picc joins c.m
‘doe, a deer, a female deer’
-Section 2 A (using refrain from do-re-mi) periodic phrasing in binary form (2x4x4bars)
-4 bar phrase
-oompah accomp and c.m (flutes and clarinets) continues.
-accomp marked mp = more focus on lyrics.
-orch doubles vc
-ch take it in turns to sing a pedal C mj sol-fa scale augmented. Maria starts pedal off.
-‘do’ accented I inner pedal (C)
-‘doe a deer’ = ‘x’ (rising 3 note scale) dotted rhythm (dotted crotchet quaver) I and Ic = simple.
-‘a female deer’ = 3rds = w.p and ch song, happy.
-‘deer’ = I13 (perf cad)
‘ray, a drop of golden sun’
-Section 2 A
-4-bar phrase
-II accented inner pedal ‘re’
-‘ray a drop’ = ‘x’
-‘ray’ = V7c = w.p
-‘a drop’ = s.t = w.p
-‘drop’ = 7th appog (VII7b chord)
-‘golden’ E = 13th appogg = w.p
-‘golden’ fall = w.p
-‘golden sun’ = mn 3 rise = w.p
-‘golden sun’ = V7 13 to VII7b = imp.cad = w.p
-‘sun’ = 7th = w.p
-‘sun’ held = emphasis = w.p (big)
‘me, a name I call myself’
-Section 2 A
-4-bar phrase
-III accented inner pedal ‘mi’
-melody ‘do’ up 3rd
-‘me’ I chord = w.p
-‘I call’ = mn3rd = w.p and ch song
-‘myself’ rising mn3rd helps w.p
-‘myself’ = Ic to I = w.p and perf cad
‘far, a long long way to run’
-Section 2 A
-4-bar phrase
-IV accented inner pedal ‘fa’
-melody ‘re’ up 3rd
-‘far’ B dim (VIIb) = w.p
-‘long’ A = 7th = w.p
-‘way’ V7 13 chord and on G = w.p
-‘to run’ = rising mj3 = w.p
-‘run’ held = w.p
-‘run’ VII7b to V79 imp cad in accomp (still oom pah)
‘sew, a needle pulling thread’
-Section 2 B
-4 bar phrase
-melodic tonal sequence - modulates to F (subdom) then keys go up in step throughout the section, to G then A minor = increasing tension
-V accented inner pedal ‘so’ first half of phrase
-‘sew a’ p5 fall = w.p
-mod to subdominant (Fmj) ‘a needle…’
-‘a needle pulling thread’ Fmj scale rising = w.p
-‘needle’ D = 9th appogg = w.p in C79 chord
-‘pulling’ F 7th appogg II7 chord
-‘thread’ pedal stops, child joins A
-‘thread’ held = w.p
-‘thread’ antiphonal lively countermelody = w.p
‘la, a note to follow so’
-Section 2 B
-4 bar phrase
-Melody up by step in seq
-Gmj= up tone = tension
-‘la’ VI inner pedal
-‘la a’ falling p5
-‘note to follow so’ = G mj scale
-‘note’ 9th appogg = w.p D79
-‘follow’ G = 7th appogg Amn7
-‘follow so’ VIIc to I = perf cad
-‘so’ held = w.p
-‘so’ no pedal, join with melody
‘tea, a drink with jam and bread’
-Section 2 B
-4 bar phrase
-Melody up by step in seq
-Amn= up tone = tension
-‘ti’ VII inner pedal
-‘tea a’ falling p5
-‘drink with jam and bread’ A melodic minor scale
-‘drink’ 9th appogg V79 helps word setting
-‘and bread’ VIIc to I perf cad in Am
-‘bread’ held for emphasis.
-‘bread’ no pedal, join with melody
‘that will bring us back to do’
-Section 2 B
-4 bar phrase
-F mj - subdom - lowers tension
-‘that will bring’ falls chromatically
-‘bring’ I chord = w.p
-‘bring us’ falling mj3 = w.p
-‘us back’ = tritone = w.p
-‘back to’ up seq by step, V7 of cmj, falling mj3
-‘to do’ rise p4
-‘to do’ V7 of cmj to I = perf cad in cmj = w.p
-‘do’ held on C = w.p
-‘do’ countermelody antiphonal answer.
bridge
-A: children each sing their own note up and down in a C major rising and falling scale.
-Trp, bass oom pah accomp, vcs doubled
-perf cad into next idea
-B: ‘w sung in seq staring on different notes of scale. Countermelody in antiphony with last note each time the motif is sung.
-countermelody playful, fanfare like rhythms
-bells, picc, harp double melody
-B then repeated but ‘w’ diminished to quavers.
-‘x’ and ‘y’ with words sung by Maria, with B (diminished form) sung by children layered in polyphony, B as rhythmic and melodic ostinato.
bar 141 (imitation)
refrain from previous (doe a deer..) eventually comes back. At ‘sew, a needle pulling thread’ (sung by maria), children imitate in antiphony: ‘a needle… thread’.
This also happens with la and ti.
end (‘that will bring us back to’) 2nd time + cadenza (‘do ti la so fa mi re do, do!’)
-‘bring us back to’ same as before but rhythmically augmented now, sung as minims instead of crotchets.
-accomp desc accents quav scale in bass repeated
-‘back to’ V7c to Vb = imp cad
-‘bring us back to’ sung in 3 part harmony , teaches choral singing.
-‘back to’ rises mn6 = w.p
-‘to’ G = highest = drama, pause = teach.
-cadenza desc Cmj scale all paused sol fa system. rit.
-children shout ‘do!’ Sffat end with I chord in accomp- perf cad finally arrives.
