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EDUCATIONAL

VOCAL

STUDIES

A Method

of

Elementary

Sight-SingingGraded

Exercises,

Songs, Rudiments,

etc.

BY

JOHN

D. BRUNK

Musical

Editor

Church

and

Sunday-School Hymnal.

Professor

of

Music,

Goshen

College.

PRICE:

Single Copy,

prepaid

. .

$

.35

Per

Dozen,

not

prepaid

. .

3.00

Per

Hundred,

not

prepaid

.

20.00

Published by

MENNONITE PUBLISHING

HOUSE

SCOTTDALE, PA.

[Bil

l

T

lfDllDllI


6/172

COPYRIGHT. 1912,

MENNONITE

PUBLISHING

HOUSE,

SCOTTDALE,

PA.

(if)


7/172

PREFACE.

This

volume is

an

effort

to

help

the

student

of

vocal

music to

a

correct

understanding

of the

principles

of

Music

from the

very

beginning.

It

attempts

to

impart

to

him an

adequate

method of

Tone-thinking

from

which

he

may

become

a

proficient

reader.

Thoroughness

is

its

aim.

The

large

group

of

exercises

is

indica-

tive

of

the

author's

conviction

that

a

habit is

not

formed

except

by

numerous

repetitions.

To

supply

sufficient

materials

for

fixing

habits

that

are

worth

while

is

the

purpose

of

Part

One,

Only such

songs

as

will make

a

real

contribution to the stu-

dent

have been

included; 'no effort

having

been

made

to

find the

new song

but

the helpful

one.

The author wishes to

gratefully acknowledge

credit

to

the

following:

The

Publishing

Committee of the Mennonite Publish-

ing

House

for

encouraging

the preparation

of

this

work and for

many helpful

suggestions;

Oliver Ditson

Company, Boston, for

the use of the

Dictionary;

Ginn and Company, Boston, for

songs

used

from New

Educational

Music Course ; Silver, Burdett

and

Company,

Boston,

for

songs

used

from

Modern

Music

Course .

Gratitude

is also

hereby expressed to

personal

friends who as

individuals

have

allowed

the

use of

their songs and to all

those

who have

promoted the work

by

encouraging

words,

helpful

efforts,

or sympathetic

support.

It is

with

a sincere desire

that

this little

book

may be of

valu-

able

assistance

to every

earnest

student,

who pursues it,

that

the

author sends

it forth.

JOHN

D.

BRUNK.

Goshen,

Indiana.

April,

19

1

2.

(iii)


8/172

Digitized

by

the

Internet

Archive

in

2012 with funding from

University

of

North

Carolina

at

Chapel

Hil

http://www.archive.org/details/educationalvocalOObrun


9/172

INTRODUCTION.

Good singing is

one

of

the

attainments of

earth

perpetuated

in

heaven.

May

it

not

be

an

allowable

incentive

toward

the

accomplishment

of

singing

well the

'

'songs

of

Zion here for

the

prospect it

gives of

singing

perfectly

the

'

'song

of

Moses

and

the

Lamb

yonder?

In this

age

when

light,

sensational,

spectacular,

demoralizing,

if

not

sacrilegious

music

is

the practice,

expectation, the satisfy-

ing

portion

(?)

of

so

many,

it

is

especially

needful

that

more

than

ordinary attention be given

to

the

study, practice and

cultivation

of

one of the richest

of

the divine

endowments

of

man

the

gift

of

song.

Moreover, there is

a

special

demand for the promulgation

of good vocal music, seeing

that

musical

instruments

are not only

supplementing

it,

but

virtually

threatening to

supplant

the

Creator's

highest

mechanism of music

the human

voice. The only

way

to

maintain

the

true

charm

of

the

human

voice,

attuned

to

melody

and expression,

in

our homes,

in

social

life,

in

our educational

institutions, and

in

our churches

and

missions,

is

to

wisely en-

courage,

carefully guard, intelligently

foster and heartily support

every rightful move

made

in the

direction of the

advancement

of

good

singing.

The

Mennonite

people

are

distinguished

as

a

singing

people.

'

The

love of

song

and the practice of congregational singing

in

their

religious service

as

well

as

the

use of

this unifying

agency

in

their

social and

family

circles

is a bright thread interwoven

in

the

fabric of

their history

from the

time

of

their early

life

in

the moun-

tains

and

valleys

of Switzerland and other European countries

(v)


10/172

down to

the

present

day, and there

is

a fond

hope

and

a

lingering

desire

in

the hearts of

the

present

generation that

this heritage

may

be

continued; but

it is

apparent that more than

ordinary

effort

will

be required to

maintain and

perpetuate this

admirable

characteristic.

There is

a demand for a music book that

is in

its character

educational,

practical,

comprehensive, clean,

consistent,

that

will

inspire

beautiful devotional singing, and that

will

also

serve as

a

text-book for

the

pupil

in

the

study

of

vocal music and

the

de-

velopment of his musical talents.

In

preparing

this

work

the

author aimed to place into the

hands

of

the

pupil

such material as

will

help him to secure true tone-perception, to

gain

correct

tone-

production,

to

cultivate an appreciation of proper

tone-relationship

and to lead him

to

recognize the highest

ideals in vocal

music and

assist him

in

attaining to such a standard of

efficiency

in

the

use

of

his

musical powers

as

to make

his life of

the

best service

possible

in

the

field of sacred song.

EDUCATIONAL

VOCAL

STUDIES

has

been

written

and

especially arranged

for the

fundamental work of

good, clean,

de-

votional, and general singing, and it bears the distinction

of being

the

first work of its kind published

by the

sanction

of

the

Publish-

ing

Committee

of the

Church. It

is intended to

be

used

as a

text-

book and

music

reader in our educational institutions,

church

singings,

and

in

general singing-classes.

My wish and prayer for this little volume

is

that

it

may

prove

to be a real

help

to

inspire

good

singing, enlarge

the capacity for

service in

song

and

to

lead

men

to glorify Him

of whom the

sweet

singer

of

Israel

said,

His praise shall

be

continually

in

my mouth.

D. H.

BENDER.

Hesston,

Kansas.

January

13th,

191

2.

(vi)


11/172

CONTENTS.

Page

Part

One

167

Consists

of

Exercises

in

three grades, from

the

very

simplest for the beginner to advanced ones.

Each grade is

prefaced

by

a table

of contents

giving the

order

of

the

materials.

See

Index.

Part

Two

68113

Songs,

usually

in

four

parts,

graded from

very

easy

to

difficult.

Songs

are classified according

to

key.

Part

Three

114

137

A

full

explanation

of

the

Rudiments

of

Music.

This

part

is

in

twelve Sections, each section

treating

one

subject, part of a

subject, or

a

group of small subjects. The

Contents page at

the beginning

of this

part

will

come well.

See

Index.

Part

Four

138

142

This

Voice Culture Department

has two kinds of

instruction.

One

is

an

explanation of

the

use of

the

voice, and

the other

consists

of

exercises

which

will

be

useful

in

gaining control

of the

voice.

Part

Five

143

152

A

dictionary

of the musical

terms which occur

more

frequently

in

vocal music.

Index

153

(vii)


12/172

Contents of

Grade

I.

Simple

one-part

exercises

without

skips,

i

a to

3

c.

Rhythmical exercises in

double

measure after

2 d.

Exercises with easy skips,

3

d

to

12

d.

Rhythmical exercises

in triple measure

after

5

d.

Exercises in F Clef begin,

9

a.

Key of

F

introduced,

10 a.

Rhythmical exercises

with rests after 11

f.

Exercises with wide

skips,

11,

13, 15,

and

16,

Key of

G

introduced,

14

a.

(viii)


13/172

PART

ONE

GRADED STUDIES.

Grade I.

References are

made to

Rudimentary Statements

by

Section.

Note.

These

exercises are

for

the study

of tone-production

and tone-relationship.

Practice

them carefully

with

Iyoo,

or IyO, or Lah

to

each

tone.

Change

the vowel fre-

quently. Others

may

be

used occasionally. Do

not over use or

abuse

the syllable names.

Exercises

under the same numeral

are

alike in subject matter.

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10

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4-f

r

r

If

p:|

(

i

1

r

^^

p

1-

i s

-

15

b.

9

:

#^

r

f r

i r

r

p i J

J 1 1

1

-

U

^r^

j

'

g

-1

a

1-

-9*1

r mp r

P

1 F

^

-j*

15

c.

ggf^

4-^

^^

^^

*h rtr


24/172

12

EDUCATIONAL VOCAL

STUDIES.

15d.

Franc

(1543).

Choral.

HZ

3

gg

P*

2

=:

h^^

j

uU

^

P-

E

3h

1

5 e.

Franc.

Choral.

nite

i

A-

3=3-

ts>

F-

=

5=c

PIE^

A-

=

16

a.

fcl

#

P-

P^=P

^

jpft

i

i

.

r

i

*

p

P

=

1

1*

1

1

c

1

1

*

=?

u

i

V

o

*

i

J

-:

16

b.

r

2

1

1

fc=zz

rFF=

l

-

4

a

m\

j

a

|

-z?-

n tt

A

V ft

I

r

p

1

rffh

*

VJJ

*

16

c.

n

ft

i

A

-#ft-a^^

t-

r

r-

i

^

-

-f

.

-/k

V

1

F

I

1

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*

J h

&-*

hfi

r

i

r

if

.

r

li

1

r

1

r

1

r

r r

1.

r

Mr

i J

1

i

1

-*-

,U_Ll^l_J

1

1

f

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^


25/172

GRADE I.

Thanksgiving Song.

13

Mary

Vaughan.

,

i

Moderate.

Mrs.

H. H. A. Beach.

K

r

I

r_jLj

t

1.

The

ap

-

pies have been gath

-

ered and

piled

in

rud

-

dy

heaps, And

2.

Thanks-giv

-

ing day

is

com

-

ing, the

glad

Thanks-giv-ing

day

We

F#t

S

S

down a

-

mong

the grass

-

es the pur

-

pie as

-

ter

sleeps.

We've

count the

nights

and morn

-

ings that

slow

-

ly

pass

a

-

way.

We'll

m

r

r

J

r

p^^Frr^^rr^ri

brought the gloss

-

y

chest

-

nuts

from hill-sides far

and

near,

And

sing

a

mer

-

ry

roun-del

-

ay when

it at last

is

here, When

H

3?

soon

it

will

be

com

har

-

vests

all

are

gath

ing, the

glad

day

of

the year

ered,

and win

-

ter

days

are

near.


26/172

Contents

of

Grade

II.

Two-part

singing,

17

a to

1 8

c.

Intermediate

tones

introduced,

19

a and

26

a.

Rhythmical

exercises

introducing the divided beat,

20

a.

Key

of

B

P

introduced, 22

a.

Key of

D

introduced,

23

a.

Key of

E

p.

introduced,

25

a.

The triplet introduced,

27

a.

The

quarter-beat

introduced,

29

a.

Exercises

in

the

minor

mode,

31a.

Key

of

c

introduced,

31a.

Key of b introduced,

31

e.

Chord spelling

for voice

blending,

32

a.

Three-

part

singing,

32at033d.

Exercises

in

C

clef

begin,

33

a.

Key

of

A

introduced,

34

a.

Difficult

rhythmical

exercise in

two

parts

introduced,

36

a.

Staccato

introduced,

37

a.

Compound

double measure

introduced,

38

a.

Difficult

intervals,

41

a to

41

b.

(14)


27/172

Grade II.

References

are made to

Rudimentary

Statements

by

Section.

17 a.

K^

^^m

w

4:

V-

&

P

F-

33

4^

j^

*

A

A A

A

J J

i*i

A A

F

1

l

1

F

H^

H=

^)*

i*

*

w

1*

i*

r*

p

l i

1

t

f

r~t

f

f

p

-4-

U

-1

p

17

b.

L

f=F

#

1

t)A

J

*

-*

* ~

=

'

J

1

1

^K

=*

J 1

1

l_l

1

1

^

^

1

11

f

f

f- f-

f

f

t

R:iU

a

p

a

p

1

1

1

1

f-

a

>

r

4

i

'

i

'

-

'

=j=~f

r

1

d:

i i

. L_|

1

1

ntt

1

1

i

-

i

1

#5

J

1 1 1 1 1

i

1

(fo

'

*

* *

*

1

f

-

^

^

^

1

LJ 1

1 [

J

U

II

* m

1

1

1

^

C|^

A

A

m

+^

A

h

f

L

1

1

>*

#

1

[

1

.

H

U

' '

:


29/172

GRADE II.

17

f#F

1

7

f

.

-3=

1

4-

^=R

a-

f r~

-+-

d

A

'^

A

# 1

A

V

*

=1=

1

^V

1

i

i

d=

4-

^

4=

>

-J

V

&

U

18

a.

&E*

^E^

*

iJ=t

i

P

=i=3t

3-

r

'

J

i

:

i

1

1

J

J

h^i

J

j

i

J

fri

rr

r

m=F

?*F

nr

18

b.

K

,

J

J

J-^

S

^

b- /I

s

J

1

1 1 1 1

I

1

1 J

J

^

^

f9

i

l

1

i

-i^h^^F

1

^hf

f

F#~n

1

H

M-4

j

i

i

f

f

f

r

rr

r~*

r

18

c.

e*

*

1

*

K-

-

f

W

F

f , r _ r

*

,

r

f , f

. f

*

-I

1

9

|

I

|

'

-

I \

|

FW^

nf^~f~T '~F|

1

|

r-j

i

1

.

f

*

f

9y=

'

i

'

'

*

4

J*

I

r

r

r

f

1

F

-F

A

i

i

1*

1

1

f

1

^

J

J

r-**

rr

T

r

~n


30/172

18

EDUCATIONAL

VOCAL

STUDIES.

19 a.

(J

4)

{Sec.

Eight.)

^^

^

d

a

*=

*

j

j j

i

j

i

j

j

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t=*

19 b.

(#4)

-*\5-

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s

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19 d. (#4,jj2,#lj5)

Andante.

S

2

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f

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as

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(#4,

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31/172

GRADE

II.

19

19

f.

(#4,tf2,jtl,#5)

4

M

fl*-

f

ag-

^

^zznp

g

19

g-

(j(6)

y

l

9

1

*

Tkl

A

#

f*

1

i

*T

l5

im i

1

1

|

i

H

V

1

'

-4-

1

1

1

I

1 1

1

i

3ZZa

3;

z^

Emerson

X

X

45:

rg-

4r=r^=%

S

4

=i-

-_

#

-^

-

^

*

^i

1

b

^

>

;

fr

The

rain

has

spoiled

the

farmer's

day

Shall

sor

-

row

put

my

books

a-

-P-

i

J

B

J-

&

t

j

;

i

&-

ggd e

way?

There

-

by are two days lost: Nature shall

mind her

own

af-

fairs;

^^

I

x

d

-=*

2ft-=-

I

will at-tend

my

prop

-

er

cares,

In

rain, or sun,

or

frost.

20

a.

20

b.

J>j>|j

II

JJ

J

JU J

I J

J

J>J>|J

20

c.

U

J>J>|J

j>j>|j

J>J>|J

||

20

d.

fj

J

J>J>[J

J

J>J>|J J> J> J> J>-

1

J

.

||

{7 >j>j

j>>u

j

j>j>i-j 'j>j>jj>jj>u

j

j

20 f.

4i i i miji

J.

*

3 9

I

i

n i

n

9


32/172

20

EDUCATIONAL

VOCAL STUDIES.

21a.

^^#^feUJ

U-J-^

gz^3^

F

^^

r#L

i

-1

1

h-f*

1

-]

1

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r^-ri

/

h #

r

p*

-i

^

#

icTi

i

1

i

*

-A A A

i

A P-

1-1*

1

b^i-

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~^2l1

irlr

1

-f

n-h-

-f

U-fcn

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^

fcii-

^

^

i

>^

k

J

^_rl

i

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=tt=p:

iV

f -

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ip

5

fee

1=3=

=?=

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1 I

^t

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6

b

i

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^=^

+

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b

4l

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==

-*-

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1=

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V

-4-

-aJ-

-- >

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n--

=i


33/172

GRADE II.

21

22

b.

i

,

b

i

i

i

A

P

f

-

P A

J

(u)

4

P

1

i h

1

V

c

>

i

i

1

-

~P~tt/\ A -. A -. -.

^V b4H?HlR

JM-fzr

r

m

j -

P

-P

*.

-4-0

^,^4

T~

-P

111

^

'1

1

1

1

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h-

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v

h-

|

11

'

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22

c.

l

i

J4-

^

^

/L

b

'(

1

1

I

*~#J

^~~

-jfij

-P-#A

P-

--

tip

r

i

y

tr

^A

1

i

i

r

A

1

^WPrf=

p

,

i-

ffffl

o

I

*H

i_

1*

ftP-

*-

3=tF=p=

-p

l-

1

I

T^

H-

I

4

i

i

i

i

1

i

1

i

4

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$$

9

\

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r ilr

r

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ii J

i -f

d-r-j

H-d-j

s

b

II

i*L

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|

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r

l

pj

^

-*

r

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^

23 a.

S=^=ft=

a

A-

4

l>

B

-ft

5 H

ft

-2=P=t==P

-A

A

^=P=

F**

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=^

23

b.

^g

P

A

jh

^

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1-

h l

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34/172

22 EDUCATIONAL VOCAL

STUDIES.

23 c.

i

Sffi

^3

e

is

-

i-

24

a.

=

^

?

';>^j

zg

g

p-r

351

=pE

IE*

P^F

fig==

^

i

=

s

p

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f

1

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^^

241).

r

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zest

d

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24 c.

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h-

^

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BEE

I*

&

|

5ft

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p-

^

^E

=$=

45=3:

T^Jr

&

^=^

$=*

D

'

l>

A

1


35/172

GRADE II.

23

24 d.

Andante.

{Sec.

Three.)

Sfr

SlsSEiS*

=^te==grig==fr

%&=$&=$

fc-id*

=N=S^

=sV

-fr-

-fe-E-b-iS

-fc,

K-

^

=15=

==

-ft-

-fv-

-fr-

*

_

A

_

4^

*

jfc-P-

^L

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-

t

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L

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^=fc

4

m

9= -rr

PL

-9

r

fr-fr

P

P

P

P

P

p

p

N-ir

P

l>

Kind

hearts

are

the

gar

-

den,

Kind tho'ts

are

the roots,

Kind

ill

IE

-h h

r

r

p

l>

words

are the

^

P

P

bios

-

soms, Kind

deeds

are the fruits.

25 a.

-ihjk

2

|

1

1

-j

J

-p

r

b

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J

1

1

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(qr

b

4

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b.

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36/172

24 EDUCATIONAL

VOCAL STUDIES.

25 d.

C\' K

Q

1*

*

)., P

> a

F

r

/\

-.

/\

A

J

A

A

v

b h/1

u

^

i

1

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L|

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giife^

^t

^*

-(=?

A-

25 e.

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t

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m I

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b.

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37/172

GRADE II.

25

Good-

Morning,

Merry

Sunshine.

Anonymous.

Allegro.

Margaret Ruthven Lang.

p

^==3

1

.

Good-morn-ing, mer

-

ry sun

-

shine,

How

did

you wake so

2.

I

nev

-

er

go to sleep,

-

dear, I just

go

round to

:Til2:

S

-a

î

.._.

soon? .

You've

scared the

lit

-

tie . stars

a

-

way

And

see-.

.A

My

lit

.

tie

ehil

-

dren of the

East,

Who

-B*

shined

~ja

_-_

way_ the moom

rise

and

watch for

me.

.

I saw

you go to

sleep

last

I

wa

-

ken

all the

birds

and

S^:

ggî^gi

night

Be

-

fore

I

ceased

my

play,

bees

And

flow

-

ers

on

my

way,

How

did you

And

now

come

:'ii:

-a

gh

]=i:

it

tm

:

p

get 'way

o

-

ver

there,

And

pray,

where

did

you stay?

.

back

to

see

the

child

Who

stayed

out late

to

play,

.

27

a.

(Three notes in

the

time

of

two of same kind form a Triplet

.

\

9

r>t>M

1

r>

o

r>i

& &

\

\

&

27

l>.

\

III

J5.J) J)

|

\

WiJ

Q

J \4$-Pi--4 \?n.

J

u.

27

c.

i:j

j

i

mm\

j

j

i

jwjî

j

j

i

wmi

j

*

sal :< a a a


38/172

26 EDUCATIONAL VOCAL STUDIES.

28 a.

Sfei

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39/172

GRADE II.

27

J

P|

28

f.

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^^-7

1 1

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a

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Eri

e.

Phoebe

Cary.

Kathryn Yoder.

CZ^fc

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ft#^===^

bk

p

g

g

D E

One

sweet

-

ly

sol

-

emn

tho't

Comes

to

me o'er

and

o'er; I'm

i

q

ggj

i

_

ft

h b

-f>

s

g:

=

near

-

er

home to

-

day

Than

I've ev

-

er

been

be

-

fore.

Near-

&E

:

-fr-

it

-

^~

=

-m

g

-*

*-

V=

er my

Fath-er's

house,

Where the

man

-

y

man-sions

be;

ft

g

b

5=

H

=

T=3

:

-i

1

Near-er

the

great white

throne,

Near-er the crys

-

tal sea.

Used

by

permission.

29

a.

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40/172

28

EDUCATIONAL VOCAL

STUDIES.

29

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41/172

GRADE

II. 29

Kate

Brown.

(Words.)

Andante,

^

|PSE|EE|

v

:

-k

he

:

5

E

^P=^E

In the

heart of

a

seed

Bur

-

ied

deep, so deep,

A

dim. Allegro.

t

^

S

3=

^

5^

5

^

f

-P

f

dear

lit

-

tie

plant

Lay

fast

a-sleep.

Wake'

said

the

sun-shine,

And

^=P-

^=

&=

creep

to

the light'

Wake

said the

voice Of

the

rain-drop bright.

(6 ^.

Nine and Ten.)

This is

an

illustration,

not

a

singing exercise.

MAJOR

SCALE.

1234

5

6717654321

do re

mi

fa

so

la ti do

ti

la so fa

mi re do

MINOR

SCALE,

HARMONIC

FORM.

-b^i


42/172

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43/172

GRADE

II.

31

31

f.

, A J ,, J

-4

-^

ftJ

=-

^=^4

i

4

b

c

g

33

~

f-

j I

I

=

x

=

TH

i

Translated

from

the

German.

Moderate,

On

A

Snowy Day.

Old German.

h

s

r>

-h

h-

6*

1.

Fall

-

ing, fall

-

irtg,

Fast the snow-flakes

fall On

the

house-tops,

on

the

seas,

2.

Squir-rels

peep-ing

From

the hol-low

trees,

Sa- ble

-

coat-ed,

safe

from

harm,

3.

Fire-light play-ing

Thro' the

co

-

zy room,

Makes

our

books

and

toys

and

things

4.

Tho'ts of wand'ring

Thro'

the

wind and snows, Makes our bed so nice and warm,

is

r>

h

t-ft

is

b fa b

:

On the

ponds and all the trees,

Whirl-ing,

whirl-ing Round the steeple

tall.

Feel

the

snug-ger

for

the

storm

Sweep-ing,

sweep-ing

O

-

ver

lonesome

leas.

Dearer

when

the

cold

wind

sings,

Stray-ing, stray-ing Out there

in the gloom.

When

the

chill-y

sad-voiced storm, Moaning,

moan-ing Past the chimney goes.

From Modern Music

Series. Silver, Burdett

&

Co.

32 a. (Divide

singers into three

groups.

Spell

and

pronounce the

following chords.

This

plan of

voice blending

was

first

used

by

Dr. H.

R. Palmer.)

Very

slow.

> ,

III

ZZt

32

1).

n

V

o

1

JL

^

i

J

|

1

,

ItTt

1

a a

e

(

>

^ i

A

|

I

1

A

.:

i

1

1

|

1

1


44/172

32

EDUCATIONAL VOCAL

STUDIES.

32

c.

3

it

A-

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-HJ

,H-*

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p

zj:

35

(1.

(All

li

it

voices

in

perfect unison.)

fet

TJjtf

o

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a

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T*

3

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,


47/172

GRADE

II.

35

The

Wind's

Song.

i

M.

A. L.

Lane.

;

,

a.

Lento.

Frederick

Kiicken.

13

fV

=t

1.

Soft

blows the

2.

Strong

blows

the

west

-

ern

wind,

Hark to the song

he sings,

east

-

ern

wind,

Strange are

the tales

he

brings,

r-t^f

1

1

h

P

*

fn\

*

p p

vjj

y

frj

1

y

-A

'

p--y

i

j 1

Tell

-

ing

of

won-drous

things

Far,

far

a

-

way,

He

sings of

oth

-

er things Far, far

a

-

way,

i

T7

tt

Wide

fields

of

Ships

pass

-

ing

rip-'ning grain,

Sun

-

shine

on

hill and plain,

to

and

fro, Great

white-winged

birds that

go

I

:fcfe

m^

=:

3E

Parched lands that

O'er

seas

which

thirst for rain,

Far,

far

a

-

way.

ebb

and

flow,

Far,

far

a

-

way.

Both

parts

may

use

the

same pitch,

or any

two

that sound

well together.

36

a.

J

36

b.

2

jJ

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pr

5

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48/172

36

EDUCATIONAL

VOCAL

STUDIES.

36 d.

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49/172

GRADE

II.

37

-#-*

87

b.

(Staccato

See

Dictionary.)

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50/172

38

EDUCATIONAL

VOCAL

STUDIES.

39 a.

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51/172

GRADE

II.

39

39

d.

39 e.

Q,

o

,

'

i

1

i

1

1 1

1 i 1

1

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1

/L\i

1

j

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l

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i

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fli

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k

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1

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%fr

fr

h

h

r>

e

-

r^-j

t

X

21

2

ST

-o

w

-

Up

then

with speed, and work and work, Fling

ease

and

self

a

-

way:

Up

then with

speed, and work,

ife3

->

*

K

^

8

g

P

=^

V

V

P

3=^=*

3^3*

This is

no

time

for thee to sleep,

Up,

watch

and work,work

and

pray.

This

is no

time

for thee

to

sleep,

Pg

J

PL


52/172

40

EDUCATIONAL

VOCAL STUDIES.

40

a.

u

a

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jjEE

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53/172

GRADE II.

41

40

d.

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r

c^iL

ft

ft

ft

q*

F

a m

a

'

i h b

^r

I

-

1

1

H=

F

F

n

V*

*

F.

U

1

L y_l

1

1

'

1

1 =1


54/172

42

EDUCATIONAL

VOCAL

STUDIES.

40

g.

I

5fe

J

I

=*=*

g

?5=*

St

-

r

'

fI *

rr^

1

to

b^fe

^

-g#-

j-fe-

^=fci^

;

g

_

y

m~i

n

i

rs

y

-

a

^

ht

A

g

;

A

-

;

A

;

g

I

A

g

a

-,

H

*e

'

B

^

r

-*

X.

*

r-d-

*

i-x-

41 a.

Zct/o. (Test.

il

s

3^^:

-*

J-

jN

-

r7

s

1

i

i

'i

1

k

1

1

n fr i

i

/L i

A

b* J

[LA

A F

rh

J l

i

urn

jy2

^

j

i

-

H

'

1

1

1

1

1

i

=^=F*

W

J

^F*

41

b.

(Test.)

f I

1*

B

rv i

i i

*

o

*

k

*

1.

f)

I

i

I

1

i

I

P

1

1*

-^

1

A

A r

j

aJ

+

I

-

r-v. >k

< *

r*

1

,

n

1

1

1

*

^

i h

* HP

V

I

h

*

i

tfe.

.

;

i

|

I

V

S

'

j

; A

i

A

J

I

A

i

j

i

:

i

L

S

'

4

Leo.

#

/,

|S

1

I

>

.|

|

V

v-

'1

d

/L

J

lie*

111

-

3^

V

>

M-

o

V A .

Fierce

Trem

-

E

P

was

bled

^*

the

the

wild

mar

, ~9

1

bil

i

-

-+-

1

l

-

low,

ners,

a

Dark

Per

I

j

1

was

-

il

the

was

\

night;

nigh:

^T&rR-i

'-

1

1

1


55/172

GRADE

II. 43

ott

ff

\

,

K

i

P

1 1

i

V

tt^

|

j

n

1

1

JL

5

J

U- 1

Im

tt

i

3*

v.; I

*

A

Ttl

Oars

Then

p^-a

p^

1

1

la

-

said

i

P

bored

heav

the

God

(B

,

H_.

-

i

of

P

l

iy,

God,

P

,

1

1

1

Foam

glim-niered

'Peace It is

i

P

&0

i

white;

I.

p

R%

|

~i

p

i

^F

*~

^

5

TT

Philip Doddridge.

mf

Con

spirito.

Morning

Hymn.

ffli

Hiindel.

F

^

^^

^t

*

g

l]

1. A

-

wake, my

soul, stretch

ev

-

'ry

nerve And press

with

vig

-

or

2.

'Tis

God's all

-

an

-

i

-

mat

-

ing voice

That

calls thee

from

on

ft4

iS

-^

=3F

g|

a

,

i

EE

t=S=2:

-

on;

high;

g^

A

heav'n

-

ly

race

de

-

mands thy zeal,

i

1

'Tis

His

own

hand

pre

-

sents

the

prize

To

EE

1^3:

T5^

I

i

an

im

-

mor

-

tal crown,

thine

as

-

pir

-

ing eye,

And

an

im

-

mor

-

tal crown.

To thine

as

-

pir

-

ing

eye.

EE

*l d.4^

A

q^2

J

^

A-

^

XT'


56/172

Contents

of

Grade III.

Four-part

singing,

42

a

to

42

d.

Key

of

E

introduced,

42

b.

Drills

in

j:empo,

43

a

to

43

c.

Rhythmical

exercises in

the

compound measures,

44

a.

Key of

A

j?

introduced,

45

a.

Key

of

D

V

introduced,

46

b.

Exercises

with

change of measure,

47

a

to

48

f.

Key

of

F$ introduced,

48

c.

Double

sharp used,

48

d to

48

f

.

Double

flat

used,

49

a.

Exercises with change

of key,

51

a

to

52

c.

Exercises

with

change

of tempo and expression,

52

b to

52

c.

Difficult

rhythmical

exercises

in

three-parts introduced,

53

a.

Special

exercise

in

dynamics,

54,

58,

and

59.

Exercise

in

rapid

passages,

55

a

to

55

c,

57,

58,

and

59.

Key

of

B introduced,

55

a.

Key

of

G

V

introduced,

56

b.

(44)


57/172

Grade III.

References

are made to

Rudimentary

Statements by Section.

42 a.

^EF^

e

2:

4_

T~\

Jill

^

I I

I

I

-*>

*1

itefeEs

3t

S^

-A

A- -A

A-

^

-J-4

F=t

^

A

-

^

B-

-*

A-

g

ri dr

1

'

9

:

^^J

1

I

I

*=E

-gr

s

A-

I

g

1

y.

42

b.

1-2:

^m

t-A

A

>

A

M

P

I

I

rr

rf

ii'

iii

i

i

i

i

i i

j

R 'SnftJi

9

r

^

:

+

>r*?

EE

*

d

d

r-

L

i

I

I

HI

-^

A-

I

I

A-

(45)

r

r

T7

=

E

f^

3t


58/172

46


42

c.

o

.,

1

J

1

,

,

1

1 i

1

1

,

H

i

I

ibi}*

*

*

jL,

J

A

*

A

J

J

J

|

(3)

4

,

E

*

F~~

-#

h-

-f-f-f-=r

f

^Xi

-

^-

>

H*

r

*

F

1

1

1

i

III

1

I

-A--AH-A-

-AJ-

-AH

-AH

-A--A-

9

-sr.

i

i

i

i

r

f

f

[

[

|

J-

i J-

J-

J

J-

i i

R:

1

*

*

\

-1

1 1

+00

&

S

A

A

A 1

A

A

A

A

j

|

1

'

'

g~r~f~i

i

i

^

'

1

1

1

I 1

i

'1

'

i

i

;

u

42 d.

i

l+*

g i

^~

*

U

tt

^

->

*-

-*

*

m-

i

I

I

-

I-

J

J

-0-

-0- -0-

Sfcfc

s

-*

*-

i

J

L

A

A

A_

>

n

>

^T^


59/172

GRADE

ill.

47

43

b.

Moderate

C\'^ O

a

oil

A

*

i

1

A

r--

=9

1

%w-

r

i

Nr-

r

i

^

f--

f-^

*

f>

-k-

-fec-

l

r\ #

A

A

i

i

i

A

i

*

i.jf

r r

1

i

i

m

S

1

J

1

i ttr

-1

i

-J

43 c.

Allegro.

i 1

.

Q

1

1

s

f

>

j

J J

I

J

A AAA

r

t

b b

a

a

r

r

a

(

0*

0000

000000

0000*

44 b.

e

I

m m

|i

mihj

hNii

I

01

mil

bmij

g

0

0>

0000

0

000 00

>0

1

1

V ttJJ-

j

/I fl

w

*

J

rh

tt

V.M;

.

O

-1

r-

K

'

1 r

-

j.-

tn

1

^,

/

^

J-

1PJ-

r\'^

tN

J'rW

^

ft

u

1

L^ .

H

i

mm

ir-

m

down drops

a

lit

-

tie dream on

thee.

Sleep, ba

-

by,

sleep.

3

S

Z5>-5-

^

r:

'

r.

r

aI

SB

1*-s-


61/172

GRADE III.

49

45 a.

{Sec.

Three.

i=rJ

^=^

T ~773=1

^

-

4>

b

.

J

.

*i-

-A i

*-r

is

.fed

1

N--*

fc&

-*>

te

IM^^

S

;

b

-*-

-*-i

N

-i-

0-1

p

r

'

i

iTlLj

LLTf

^-i

A-s

A

i

33

-A

a

ee

45

b.

i

rrrm

i

^

dl

>

P

f*_

JL

*t-s-

r

i

f

i

g

y

i

i

-#-

5:

J-

V

JT^

^=M=r-^

J Al Jj

-g-

95

t

P

S^E^

#?^

*-^

oL

-F?T^

-m

^^=

-H

=f^n

J.

-1

F~i

J.

dp

r

J.

J.

*-*

1

J.

J.

J.

-0

1

J

^>

'

1

H

=1

=^^

i

u


62/172

50

EDUCATIONAL

VOCAL

STUDIES.

At

Sunset

John

G.

Watts.

Adagio.

Frederic Field

Bullard.

m

a

g

J^

-P^

*

-T

1.

Soft

-

ly

sighs the

eve-ning

breeze,

Thro'

the leaf-

y

chest-nut

trees;

2. Flow 'rs

that

when the sun

a

-

rose

Ope'd

to

life,

now

soft- ly

close;

=n

te

3t3=

^

Lit

-

tie birds

from

rock-ing spray, Sing

their hymns

to

part

-

ing

day.

As

a lit

-

tie bird

at

rest,

Ba

-

by sleeps

on

moth-er's

breast.

46

a.

m

ta=e:

i

T2-

s^

d

fee

i

-

4sL-

Ek

fe

i

^

-ifctr

251-

^L

#

s=

F

-^-r

P^?

46

b.

te

Eg

s

A

a

a A

i

;

i I i i

f

r

7

s

A

A

I

-^S

A

A

A

A

:ssz

aarrfr

#


63/172

GRADE

III.

51

46 c.

k 1

1

I

I

,

|

,

38

bo

L

J

Z

'

'

a

9

i

*

M

r

^bl

|

k

^b*

k

b^-

h.

-

be

9

1

%*>

'

H

l

f

1

1

'

r

i

r

i

r^

I

i

i

1

J

V

U

'

tv

j

|

I

j]

A

^>

a

^

9

irr

k

-

W

h

^#

5

*

h*

a

V..F

r

r>*

f

V 1

1

1 1

46(1.

g

*

1

4

I*

1

1

b 1

1

r

i

L

i

i

51

a.

m

^_-

L

d

*-

^

*-

ttZ^

6 tt4 5

12

17

m

d

d-

w

6

5 1 2

51b.

S

^t

j

-d

^

n

#

4r-

m 9

iz^iz

t?7

6

3 4

Ej

P*

;

3

4 5 1

51c.

:b:fa=

j=e=^

--:>

3

4

5

1

7

6

^

V

-zst-

7

17

51

(I.

A

.

A

-#

FL

5 6 5

3^

A

I

A

|-

1

2

e

-*

K-

o

_

-P-

4

1

7


70/172

58


51

e.

S

^

5E

4=^

1

2 3 2

i^^i

.*

51

f.

fezfa

nfc

25t

T*

a^f

fefc

S?

52

a.

S

fc

ie

^

i

,

|~

I

'

I

3t3C

^t=5t

3tZ

+W-

s:

r

F

p

>^-*

b

b

i

J

J

'

*

t=fe

f)

ft

-#-^

-*-i

*

U

r

v

$

t^

-^

^-i

h h

^4

S&

Fine.

~

P

'

F

^=b=

f^^-ft

>,

p

b

ITT

v*

Andante

Q

1

,

i

|

|

1

i

i

L

i

,

^J

1

1

1

i

1 1

1

k

-j

n

1

=g

^

0

*

1

z

V

p

p

9^

^

it-

jHl

*

A

.

A

i

A

4

j

-J

r*

J

.

J

p*J

JL_1

IS

p

1

p

-?

I

iX

=t

^

*

at

1

j:

^

^

1

A

.

A

.

A-s-

-V

^

*

a

-

K

1

A

~

^

>

H

-*~

V-

:*=

p

k

P

1

J

1

1

u

_

^t

^

*

i i

h

--4

*i

j

-=i

9

S

S

&.

^v/

1

.

3C3t

^&

P

P

e

*

P

P

-*

b-

P

P

r

^

-~

a_

p

1

1 p

^=^

V

7


72/172

60

EDUCATIONAL

VOCAL

STUDIES.

52

d.

Choral.

ff-2-

dz=4:

z^:

7>Z

g=ta=g

^ o

-^

^

^a.

-(2.

fe

9

iS-2

I

ifc

^

B

^

aHf

S^

-^:

o

_

o

1

f*-

9*

-P-

&

p:

52:

i

:^

2:

53

a.

Sing

either

in

chord or same

pitch.

(so)

2

/(mi)f

r

r

(do)

Iff

1

1

r /

P

r

r

J

. 3

*

i 1

PJ

*

*

1

1

LJ

n i

000

*

1 u

1

i

'J'\

r

r

53 b.

Aso)

J

J

gTj

8


73/172

GRADE

III.

61

53 d.

(mi)JJjj

|

*

1

0>

I

PI

f

pf

0-0

PI 1

0'

1

P

1 I)

5f

53

f.

'(so)

J

(mi

o

r

r

(do)

e e

P

r.

00000000

53

g.

(Test.)

(so)J>.

A 3

J J

i I

9

U

LJ

00000000

09400

99

r

r

4

7(mi>

4

#

(do)

j=?

rn

b

bi

v

0-

*>

S

r

f

r

5-g

r

r

r

LLLf

J

#

r

r

r r

lt

c

-

J

V

gr

r

r_r

I

I

1

J

9 9

9

9

rrp

x

r

r

r

r

#

00

P

I

LJ

J

r

r

i.

;>j

r

0

p

y^

i

J

JS

AJ

r

r

r

'

5'

r


74/172

62

EDUCATIONAL

VOCAL STUDIES.

fc*

54.

Moderate,

f

,

s

(5 ^.

Eleven.)

4>-

J.

D. B.

ffi=

For

te

Stac

-

ca

-

to For

-

te

>*

J

Le-

^

^

3

-

S

H-

A*

/?

/

=fc

%

2

3=^

=f^

-^

=*

then

For

-

zan

a

-

to and

Pi

-

a do.

3

For-

--i

-

-#-s

-

=*=

^tr=t

35$

t=T=

A-; A-

=P=^

^=K=

-P

t^

^

f*

PP

s

fc^

-

h

r

=

23-

zan

-zsr

do.

ffF=I

Pi

-

an

-

is

-

si

-mo,

A

^J

A

Pi

*=t

an

-

is

-

si

-

mo,

=

^=

v=^

=

n=

=f

tr

ppp

P

cres.

m

m

=^=t

r3

n

P

=b

^

=3=

^t-

l

t$:

*-:*r

r

^ite

Pi

-

an

-

is

-

is

-

is

-

si

-

mo,

0-i

9

i

9.

9-

Pi

-;

-

P

b

P P

P P

Hs-

-p

3*

/

S^s

M^

iS

cfec

=

^:

^r

^-i

^

*-

Mez

-

zo

and

For

-

te,

Sem-i

stac

-

ca

-P

P

Tqlg

to^=5=p

-

to,

'l

For

-

te,

For

-

tis

-

si-mo,

I

-H

-t

#-;

-

P=0

T

b

d'

I

Copyright.

1912.

by

John D. Brunk.

7/25/2

Educational Vocal 00 Brun

Documents

Transcript of Educational Vocal 00 Brun