Utilizing a blog for stimulating interest, spurring motivation, and creating ...Lee Arnold
In this presentation, I discuss the creation of a sense of community through blog-publishing learner writing from music listening in a first-year university EFL writing course. I first show the use of four differing pieces of instrumental music as stimulants to learner writing. From there, I display some selections of learner writing from the music that I published on my classes' teaching and learning blog. I culminate the presentation by showing how publication of learner writing and blog support for the music source material increased a sense of learner motivation, showcased unique efforts of creative learner writing, and created a sense of peer-teacher reader community.
Utilizing a blog for stimulating interest, spurring motivation, and creating ...Lee Arnold
In this presentation, I discuss the creation of a sense of community through blog-publishing learner writing from music listening in a first-year university EFL writing course. I first show the use of four differing pieces of instrumental music as stimulants to learner writing. From there, I display some selections of learner writing from the music that I published on my classes' teaching and learning blog. I culminate the presentation by showing how publication of learner writing and blog support for the music source material increased a sense of learner motivation, showcased unique efforts of creative learner writing, and created a sense of peer-teacher reader community.
Teaching With Songs: Musical Biography + Song Pieces with Billie Eilish, Kat...Marcia Bonfim
Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics extracts of various songs by Billie Eilish, Katy Perry, Britney Spears and Avril Lavigne Students IDENTIFY singers in photos, TALK about them, READ quotes and MATCH them to the singers, TALK about their favorite quotes in pairs, MATCH singers and their childhood pictures, WATCH a video about them, and FILL the information in a table, and LISTEN to song extracts and identify comparative adjectives in a team competition.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B2 and above
Learner type: All ages
Skills: speaking, reading, listening and writing
Topic: Biographical Facts about singers
Language/grammar: comparatives
Materials: YouTube video, genial.ly presentation
Duration: 1 hour - 1h 20 min
Garner 1 Experiencing Music MUNM 1743 26 November .docxshericehewat
Garner 1
Experiencing Music
MUNM 1743
26 November 2012
Soundtrack of My Life: Outline
Infant/Toddler
Pat-a-Cake
Twinkle, Twinkle Little Star
ABC song
Where is Thumbkin?
Starlight, Starbright
Most of these songs were taught to me by my mom or my older sisters, but I also learned
some at preschool. Two of these songs helped me learn the ABC’s and the differences
between my fingers and thumb. Pat-a-Cake helped me to develop my coordination when I
was a baby. I still remember my mom singing, “Twinkle, Twinkle” and “Starlight, Starbright”
as lullabies.
Elementary School
James Taylor
John Denver
Billy Joel
The River of Dreams (from River of Dreams, 1993)
The Monkees
Phil Collins
Shania Twain
Backstreet Boys
Larger Than Life (from Millennium, 1999)
These artists/bands are the ones that I remember most from my elementary days. My mom
is a music teacher, so music has always been a very important part of my life, and I’ve
always been exposed to an extremely wide variety of music. During this time, I feel that a
lot of the music I listened to involved music functioning as movement. I still vividly
remember dancing around the house with my mom to Billy Joel or The Monkees.
Middle School
Michael Jackson
The Eagles
Judy Garland
The Man That Got Away (from A Star Is Born, 1954)
Elton John
Jonas Brothers
Aerosmith
Rag Doll (from Permanent Vacation, 1987)
Led Zeppelin
During middle school is when I feel I started to branch out and find some of my own music.
Obviously I still listened to a lot of the music my parent’s did (especially Michael Jackson,
Elton John, and The Eagles), but this was the time that I discovered my own love for classic
rock. Led Zeppelin and Aerosmith became two of the biggest musical obsessions that I’ve
had, and I still listen to the frequently. Judy Garland is one of my all-time favorite
performers, and it was in middle school that I discovered the movie A Star Is Born and
totally fell in love. Some of this music functioned as ritual for my family, I don’t remember a
road trip where we didn’t absolutely have to listen to every Michael Jackson or Elton John
CD.
High School
Led Zeppelin
Thank You (from Led Zeppelin II, 1969)
The Real Group
Jamie Cullum
Rajaton
Butterfly (from Boundless, 2001)
Jason Mraz
Sara Bareilles
Ben Rector
In high school I continued listening to most of the classic rock bands I had discovered,
especially Led Zeppelin. I had been involved in choirs my entire life, but high school is
when it became a huge part of my life. I was in Chorale and Jazz Choir, and Jazz really got
me into acapella groups like The Real Group and Rajaton. The song Butterfly, by Rajaton, is
one of my favorite pieces that I’ve ever sung and I feel very emotionally connected to it.
These were also the years that I discovered Jason Mraz, Sara Bar ...
Pure Heroine by Lorde (2013) ALBUM REVIEWJason Quinn
These are my written notes for my album review of Lorde's debut album entilted "Pure Heroine"
WATCH my video review below:
https://www.youtube.com/watch?v=pjbNfEvO1iE
American Authors EP by American Authors (2013) EP REVIEWJason Quinn
These written notes are from my video review of the American Authors self-tilted debut EP, which was released on August 27th 2013.
You can watch my video review of the EP here:
WATCH: http://www.youtube.com/watch?v=VUk5_7qv4Ss
2. • Barry Alan Pincus
• Born June 17, 1943 in Brooklyn,
New York
• His parents divorced when he was
very young
3. • His stepfather introduced him to
music
• He learned to play the accordion at
the age of 7
• His instrument of choice was the
piano
• At the age of 13, he started to sing
4. • Barry was exposed to different types of music
and Broadway productions
• The music of Duke Ellington and Frank Sinatra
influenced Barry in his love for music
• His stepfather supported Barry and played a big
part in nurturing his enthusiasm for music
5. • Barry played local gigs throughout high
school
• He graduated from high school in 1961
• After graduation, he attended Julliard School
of Music
• He paid for school by working in the
mailroom at CBS
• He married his high school sweetheart in
1964, however they divorced in 1965
6. • Barry wrote commercial jingles for
different products and companies such
as:
• Band-Aid
• Stridex
• Bowlene Toilet Cleaner
• State Farm Insurance
7. • Barry also sang some jingles that he did not
write:
• Jack-in-the-Box
• Pepsi
• Dr. Pepper
• McDonalds
8. • Barry worked with Bette Midler in 1971
• She wanted him to be her accompanist at
an upcoming performance
• He continued to work for her for many
years as her piano player, conductor,
arranger and musical director
9. • Barry’s big break came when Bette was
performing in Carnegie Hall. Between
sets, he was able to sing some of his own
songs. The crowd loved him, and he
received a standing ovation.
• It was his first performance of that
magnitude
10. • After his performance in Carnegie Hall, Barry
made a demo tape
• He was signed with Bell Records, which later
became Artista Records
• He recorded his first album titled:
‘Barry Manilow I’
• The sales of this album were respectable
11. ‘MANDY’
• Barry’s first single to be released was ‘Mandy’
• He did not write this song, however it was a big
hit for him
• The song was originally released in 1971 by
Scott English
• In 1974, Clive Davis asked Barry to re-record
the song
12. • The song had originally been released as
a pop tune
• Barry decided to sing it as a ballad
instead
• The song has a beautiful melody and is
soothing to listen to
13. • The introduction to this song is a piano solo
• The 1st verse starts with the singer telling a
story
• He is still accompanied by the piano, in piano
volume
• The harmony of the song are chords played
on the piano while he sings
• As he is singing the last line of the verse, his
voice gets louder (medium piano)
• We can hear cymbals being played to
introduce the second verse of the song
14. • The second verse begins
• The melody plays constantly in this verse
• He tries to make a connection with the
listener, telling how he lost the only person he
cared for
• As we come to the end of this verse, the tempo
stays the same (adagio), but the volume
gradually increases until we get to forte as we
enter into the chorus
15. • The song has taken on a new personality
• The piano is still playing, but we also have
drums playing giving a more distinct beat to
the song
• We can also hear the soft lull of string
instruments in the background
• The instruments subtle on their own, but
make a bold statement together
16. • The chorus takes on the tempo of andante
• The volume is mezzo forte
• This is bringing more emotion to the song and
brings the listener in to be part of the music
• As we come to the end of the chorus, the
singing stops and once again hear the piano
playing the melody as it leads us into the third
verse
17. • The third verse continues with the same melody
as in the previous verses
• The difference between this verse and the first
two verses is the accompaniment
• This verse has piano, percussion, and string
instruments
• The instruments help bring a climax to the song
• The chorus once again plays
18. • The bridge follows
• It brings a new life to the song
• The music is conjuct, the tempo is
moderato
• As you listen, you can hear the
desperation in his voice
19. • The chorus is sung two more times
• The second time is louder and more intense
• The last two words of the song ‘need you’ are
sung differently
• ‘need’ is held out for a count of 4 notes, while
‘you’ is held out for a count of 8 notes
• The song slowly fades out with the piano,
strings, horns and percussion playing for the
last 15 seconds of the song
• The form of this piece is:
• Verse 1 | Verse 2 | Chorus | Verse 3 | Bridge | Chorus | Fadeout
20. ‘COPACABANA (AT THE COPA)’
• Another popular song that Barry sang was
‘Copacabana(At the Copa)’
• This song debuted in May 1978 on the album ‘Even
Now’
• Barry wrote the song along with Bruce Sussman and
Jack Feldman
• The song was written in about 15 minutes
• They were all amazed at this songs success
21. • ‘Copacabana’ earned Barry his first and only
Grammy
• It was also his first gold single for a song he
had composed
• It also became his first international hit record
• Since its release, the song has been made into
a full-length television musical and a two
stage musical in both the US and the UK
22. • The introduction to the song starts w/vivance
tempo
• You can hear the drums and maracas giving
us a lively beat
• As the drums play, you can hear the
repetitious beat
• The string instruments make their appearance
• A brass instrument comes in for the last 3
notes of the introduction
• Then we hear a rest for a quarter note, then
the first verse begins
23. • Verse 1 is accompanied by a kettle drum,
guitar and brass instrument
• The tempo has not changed
• This song is telling a story of two people, and
they are introduced in this verse
• The first and third lines of the song are sung a
little slower than the second and fourth lines
• In the fifth line, the words are emphasized by
the brass instrument being played on the
downbeat
24. • The chorus continues with the same beat
• It is sung in an arch at the tempo of vivance
• You can hear the backup singers echoing the
words of the chorus
• Toward the end of the chorus, the music
makes a dramatic pause
• The last four words of the song ‘they fell in
love’ are sung moderato and in a descending
contour
• The backup singers sing the title of the song
and lead us into the second verse
25. • The second verse follows the same pattern as the
first
• The story continues with a new person bringing
conflict into the song
• One line in the song says ‘he called her over’,
then we hear a person whistle. It makes you feel
like you are there, makes the song more real
• This verse leaves you wondering what is going to
happen in the next verse of the song
• The chorus repeats and is the same pattern as the
first time
• At the end of the chorus this time, we hear a
woman scream, then the last four words ‘she lost
her love’, being sung more slowly than the rest of
the chorus
26. • The bridge is sung in allegro tempo and forte
• The bridge of this song starts with the backup
singers repeating the words ‘At the Copa,
Copacabana’
• They are singing in harmony, ascending contour
• The only instruments playing are the maracas
and brass instruments
• We can hear them start at a low note, and slowly
ascend to a higher pitch
• We now hear a repeat of the introduction
• My guess is they want to let us know that many
years have passed and we are continuing the
story from a different time
27. • The third verse is sung in the same pattern as
in verses 1 and 2
• The story has continued, and we find out what
has happened to the woman after all these
years
• We are led into the chorus for a last time
• The chorus follows the same pattern as before
• The last four lines of the chorus ‘don’t fall in
love’ are sung slowly, and repeated once
28. • The conclusion of the song is played in forte and
conjunct
• The tempo is still vivance
• The backup singers repeat the words ‘Copa,
Copacabana’ a few times
• The kettle drums come in and we hear the
percussion for 12 beats
• The song fades out with the drums playing and the
backup singers repeating the same words
• The form of this piece is:
• Introduction | Verse 1 | Chorus | Verse 2 | Chorus | Bridge |
Introduction 2 | Verse 3 | Chorus | Conclusion | Fadeout
29. ‘ONE VOICE’
• The song ‘One Voice’ came to Barry in a
dream
• He sang it into his recorder in the middle of
the night
• The next morning he listened to it and was
amazed
• It is an amazing song, but I don’t feel it got the
recognition it deserved
• The song was released in November 1979 on
the album bearing the same name
30. • There is no introduction to this song
• At this point, the song is sung in mezzo forte,
very solemn
• Verse 1 starts out with only the singers voice,
he is singing acapella
• Singing acapella makes a bold statement in
the song, it helps to convey what the singer is
trying to say in this song
• As you listen to the words, take special note of
when the singer is alone, when other voices
are brought in, and when instruments are
brought in
31. • The second verse begins, and we hear that
other voices have joined in
• The amazing thing about this song is that
Barry sings all the backup on this song
• The song makes a bold statement in that one
voice started, and now others have joined
• The voices are not singing in unison, but are
singing in more of an imitation pattern
• They are also singing in different pitches
32. • The chorus begins
• If you listen closely, you will hear that once
again the singer is being accompanied by
backup voices, still no instruments
• The melody has changed slightly
• As the chorus comes to an end, the singer
lengthens out the last two notes being sung,
while backup voices imitate the words
• Listen to the last two words of the chorus as
we hear the words sung at different pitches
33. • The bridge in this song is once again only
Barry using his voice as the instrument
• There is harmonizing while he sings ‘bah,
bah’ throughout this part of the song
• The song is now homorhythmic, and the
tempo is andante
• At the end of the bridge, we hear the words ‘it
takes that one voice’, and then for the first
time we hear another instrument (the cymbals
and drums)
• We are led into the third verse
34. • The third verse has Barry singing forte with
the background voices being mezzo piano
• We can also hear the beat of a drum in triple
single
• The words are sung a little more slowly and
he is hanging on to almost every note
• Towards the end of this verse, the notes are
held longer, backup voices are a little louder
• The cymbals and a the chimes are playing
more distinctly in the background
35. • The conclusion of this song has Barry stressing
each note that he sings, with a brass instrument
imitating the note being sung
• The last word of the song ‘sing’ is held for a
count of 12 beats
• The song finishes with the backup voices, the
drum and brass instruments making a dramatic
exit to the song
• The music gradually fades out
• The form of this piece is:
• Verse 1 | Verse 2 | Chorus | Bridge | Verse 3 | Conclusion |
Fadeout
36. • Although Barry is considered the most
successful contemporary singers ever, he has
never gained much respect from the music
world.
• Barry and his music will always be a part of
American culture, from the jingles that he has
written, to the beautiful music he as written
and continues to write.
37. References and Bibliography
• Classic Bands. September 2010
<http://classicbands.com>.
• Sing 365. September 2010
<http://www.sing365.com>.
• Songfacts. September 2010
<http://www.songfacts.com>.
• The Biography Channel. September 2010
<http://thebiographychannel.co.uk>.
• VH1. September 2010 <http://vh1.com>.
Editor's Notes
Barry Manilow was born June 17, 1943. His given name is Barry Alan Pincus, but he later changed his name to Manilow, which was his mother’s maiden name. Barry didn’t grow up in fame and fortune; instead he grew up in a low-income neighborhood in Brooklyn, New York. Barry’s mother and father were divorced when he was very young, and he and his mom moved in with his grandparents.
Concerning his stepfather, Barry said, “I was nuts about Willie. He brought home books I had never heard of and read magazines I had only glanced at. His taste in everything was way above what I’d been exposed to. But most of all it was his music that changed my life.” (Classic Bands)
Barry was exposed to different types of music, including jazz singers like Frank Sinatra, and Duke Ellington. He was also exposed to from many Broadway productions.
He paid for school by working at CBS in the mailroom. Through that job, he was able to meet up with a director who wanted him to arrange some music. Although they had only asked him to arrange some of the music for an off-Broadway play, an adaptation of The Drunkard, he at the age of 18 years, wrote an entire original score for the play. Because of its success, the play ran for 8 years.
While waiting for a chance to perform music of his own, Barry helped to write commercial jingles. One of the biggest jingles he is known for is McDonald’s “You deserve a break today”. The funny thing about that is he didn’t write that jingle, he only performed it. He has written and performed in a few dozen jingles. Some of the commercial jingles he has written include Bowlene Toilet Cleaner, Stridex, Band-Aids and State Farm Insurance. He sang, but didn’t write jingles for Jack-in-the-Box, Pepsi, Dr. Pepper and the Big Mac.
In 1971, Barry had the opportunity to work with Bette Midler. She had heard him play piano, and wanted him to accompany him in an upcoming performance. It is said that at their first rehearsal, their music styles clashed and they fought, however, it all worked out and he went on to work with her for many years as her piano player, conductor, arranger, and musical director
Barry and Bette took a huge financial risk and rented out Carnegie Hall for a show. To their amazement, the show sold out. This is where Barry got his biggest break. Just before the second set, Barry was able to sing a few of his songs. The reaction from the crowd was overwhelming. He was shocked to see that he was receiving a standing ovation. That was a big boost in his confidence.
0:00 Introduction
Introductions are common in most music today. This songs introduction is a quadruple/simple, meaning that there is a distinct beat on the first of every four beats. The tempo is adagio, slow and stately, the music wants to get your attention, but is subtle in doing so.
The instrumentation on this introduction is only the piano. As you listen, you can hear that the melody is conjuct, smooth and even. The volume is piano, but as we get toward the end of the introduction, it gets slightly louder, going to medium piano, letting the listener know that a change is coming in the song.
0:18 Verse 1
A verse generally tells a story to the listener. The first verse in this song has the singer telling about his life a little, how he feels that his life has been hard, and he feels that he has been forgotten, just someone looking out through the window watching the world go by.
He is still accompanied by only the piano in piano volume, the harmony of the music being chords played on the piano while he sings, and between the first and second line of the song, a short one meter melody being played. As he goes into the third line of the song, the chords are played as a quadruple/single, and as he is finishing up the fourth line in the verse, he gets a little louder, medium piano, and the listener hears cymbals being played to introduce the beginning of the second verse, while the melody continues to play.
0:35 Verse 2
As the second verse begins, there is no break to let you know it has started other than the cymbals that preceded. The melody plays constantly in this verse while the singer tells how he is remembering the only person who had ever made him happy, yet he let this person go. As he comes toward the end of this verse, the tempo stays the same, adagio, but the volume becomes louder and ends up at forte as we go into the chorus.
At the end of this verse, we also hear the cymbals beginning to play once again, and also the subtle playing of a drum to let the listener know that there is going to be another change in direction of the song, however the drum lets you know that the song isn’t going into another verse.
0:54 Chorus
At this point of the song, the singer is opening up to the listener. He is calling out to the one person who made him feel safe in the world. It is apparent that he has done something to make her leave, and he has realized how much he needs her and is pleading, hoping she will hear his song and come back to him.
The song continues with the melody during the chorus; however the song has taken on a new personality. Added to the piano, we now hear drums giving us a more distinct beat to the song, and we are hearing the soft lull of violins in the background. All of the different instruments are very subtle, but together they make a bold statement.
The chorus takes on the tempo of andante, and the volume is mezzo forte, this brings more emotion into the song, and brings the listener in to be part of the music, to feel the emotion of the singer and his pleading.
As we come to the end of the chorus, the singer stops singing, and we once again hear the piano only playing the melody as it leads us into the third verse. It puts a definite ending to the chorus, but leads the listener back to the story that was being told in the two previous verses.
1:23 Verse 3
This verse continues with the same melody in the previous verses. The difference in this verse is there is more instrumental accompaniment for the singer. In the first two verses it was just the piano, but in this verse, you can hear the piano, percussion and string instruments also. Having these instruments accompany helps to bring a climax to the song, and as we come to the end of this verse, the accompaniment goes from pianissimo to mezzo forte.
1:41 Chorus
The listener is once again led into the chorus of the song. The tempo is andante. As the chorus comes to a close for the second time, it is not a definite closing, but instead the singer and music stays level as we are led into some instrumental listening, that is played for about 13 seconds. The song takes on a new form at this point. We hear the music has some dissonance, which makes the listener a little anxious for what is to come.
2:14 Bridge
The bridge brings a different life to the song. The listener can feel the desperation of the singer in these few lines as he describes the pain he feels for not having this person with him anymore. The music is conjunct, the tempo is moderato.
2:23 Chorus
The chorus repeats two more times at this point in the song. The singer is singing with much emotion, and as he sings the chorus the second time, he sings a little louder, and the accompaniment gets louder and more intense. At the end of the song, the last two words of the song are sung differently. The word ‘need’ is held out for a count of 4 notes, while the word ‘you’ is held out for a count of 8 notes.
3:04 Fadeout
The song is ended by the instruments, piano, strings, horns and percussion playing for the last 15 seconds of the song, and slowly fading out.
They said the song was written very fast. About writing the song, Manilow said, “I remember putting the lyric on the pianos music stand, punching the ‘record’ button on my tape deck, and writing the song in less than 15 minutes.” (Songfacts)
The Copacabana is a famous nightclub in New York City named after a district in Rio de Janeiro, which is where the song takes place.’ (Songfacts)
Since its release, the song has been made into a full-length television musical, in which more songs were written to enhance and lengthen the plot of the song. It has also been made into a two act stage musical in both the UK and the US.
0:00 Introduction
This song starts out with a vivance tempo. The melody is an arch, going up and down. The time signature is quadruple simple and played forte.
We first hear the drums and the maracas giving us a lively beat that brings the listener in almost immediately. The playing of the drums is repetitious, playing the same notes over and over. The song gives the listener the feeling of being on an island. As the introduction continues, we hear a string instrument being brought in, and a brass instrument for the last 3 beats of the introduction. At the end of the introduction, the music stops for a quarter beat, then goes into the first verse.
0:24 Verse 1
This verse is accompanied by what sound like a kettle drum, a guitar and a brass instrument, possibly the saxophone or trombone. The song is still at the vivance tempo, with the quadruple simple timing and being played forte.
The song is going to tell us a story, and the artist wants to introduce the characters, Lola and Tony, to the listener. The first and third lines of the song are sung a little slower, with the second and fourth lines being sung a little faster. As we come to the fifth line in the verse, the words are emphasized by a brass instrument being played on the downbeat as the word is being sung, then we go back to hearing the song being sung at the same tempo as lines one and three.
0:49 Chorus
As we listen to the chorus, we still have the same beat going with the drums. The first part of the chorus is sung in an arch, at the tempo of vivance. We hear an imitation from the backup singers as they echo the words ‘Copa, Copacabana’. As we come to the end of the chorus, we hear the music make a dramatic pause and the last four words, ‘they fell in love’, are sung moderato and in a descending contour. Then we hear the backup singers singing ‘At the Copa, Copacabana’, which leads us into the second verse
1:17 Verse 2
The second verse follows the same pattern as the first; however we are continuing the story, and have a new character that has entered the song. He is bringing conflict into the story. We have a line in the song that says ‘he called her over’, there is a whistle put into the song which makes the song seem more real, having the person whistle to the dancer to come see him. This verse leaves the listener hanging because there was a fight, and someone was shot, yet we don’t know who it was.
1:43 Chorus
The chorus repeats as the first time it was sung, however, at the end of this chorus, we hear a woman scream and the last four words have been changed to, ‘she lost her love.’ Again, bringing life into the song
2:12 Bridge
The bridge starts by the singers once again repeating the words ‘At the Copa, Copacabana’. They are singing in harmony in an ascending contour. The drums have stopped playing, and they are being accompanied by the maracas and brass instruments, possibly the trumpet, playing between the words they are singing. They continue singing, and part way through, they start out in a low pitch and slowly ascend into a higher pitch. They then continue to sing in harmony random pieces of the song.
The bridge is sung in allegro tempo, and is still forte, as it has been throughout the song.
3:13 Introduction
At this point in the song, we hear a repeat of the introduction. The rhythm, timing and tempo are the same as it was at the beginning of the song. I suppose the reason for another introduction is that we will be continuing the story, yet it is thirty years later. This gives the listener a sense of it being the same song, yet the feeling that the story has changed because of the time that has passed.
3:54 Verse 3
This verse repeats the same pattern as verses 1 and 2. It is thirty years later and we find that Lola still grieves over the loss of her love Tony.
4:19 Chorus
The chorus also follows the same pattern as before, yet at the end of the chorus, the last four words are changed again, as a warning to the listener, ‘don’t fall in love’, repeated once.
4:42 Conclusion
The conclusion of the song plays forte and conjunct. The tempo is still vivance. We hear the singers repeating the words ‘Copa, Copacabana’ a few times, and then the kettle drums and another percussion instrument play for 12 beats. The backup singers come back in and continue to repeat the same words over and over.
5:30 Fadeout
The song slowly fades out with the drums and backup singers.
The song ‘One Voice’ came to Barry Manilow in a dream in the middle of the night. He says that ‘he woke up, croaked the song into his recorder and went back to sleep.’ (Songfacts) The next day he woke up and listened to the recording and was amazed at the song that had come forth. Produced by Barry Manilow and Ron Dante, the song was released in November 1979 on the album bearing the same name.
0:00 Verse 1
This song is very interesting in that there is no introduction to the song. The listener starts out by hearing only the voice of the artist singing. There is no accompaniment. The melody is ascending whereas the melody starts low and moves upward. It is a quadruple simple timing, and the tempo of the song is grave, being sung slowly and solemnly. The volume is mezzo forte.
The listener hears the voice of the artist acapella, which makes a statement of what the song is trying to say. The title, ‘One Voice’ is truly the premise of the song, and in this first verse the listener hears the words ‘One voice, singing in the darkness.’ Having the artist sing with no accompaniment brings an understanding to the song.
0:24 Verse 2
As the second verse starts, we hear that other voices have joined in with the original voice. The song stated in the first verse that if you will sing, others will join, and that is what happened in the second verse. The timing and tempo remain the same; however the volume in the song has gone from mezzo forte to forte.
The voices that have joined in are not singing in unison, yet are singing in more of an imitation pattern. They are echoing what the lead singer has sung, yet they are singing it in different keys. They are also the accompaniment for the singer with ‘ahs’ being sung in a homorhythmic pattern. At this point, the only instruments we hear are the voices. We also notice that the form of the song is repetitious, bringing comfort to the listener.
0:49 Chorus
As the listener hears the chorus, he hears the lead singer accompanied by only the other voices not singing the words, but harmonizing the melody with ‘ahs’. The words in the chorus are similar to the verses; however the melody has changed slightly to augmentation. As the chorus is coming to an end, the singer lengthens out the last two notes being sung, and the backup singers are doing an imitation of each word. The words ‘one’ and ‘voice’, the last two words of the chorus, are repeated by three backup singers at different pitches.
1:15 Bridge
The bridge in this song is once again only people lending their voices as the instruments of the song. They harmonize and sing ‘bah bah’ throughout this part of the song. The bridge takes on a homorhythmic form, and has changed tempo to be andante. The time signature has also changed to what I believe is a mixed count. It is toward the end of this bridge, that the artist sings the words, ‘It takes that one voice’, and we hear for the first time in the song another instrument being used other than a voice. We hear the cymbals, followed by a few beats of a drum that leads us into the last verse
1:38 Verse 3
The final verse in this song has the artist singing forte, with the background voices being mezzo piano, and also accompanied by a drum beat in the form of triple single. The artist is singing the words a little more slowly and hanging on to almost every note. As we come toward the end of this verse, the artist is holding his notes longer, we are hearing the backup singers a little more loudly, and we are hearing more of an influence of the cymbals and some type of chime playing in the background.
2:14 Conclusion
The end of this song has the artist stressing each note he sings, with a brass instrument imitating the note being sung. The last word, ‘sing’ is held for a count of 12 beats followed by the closing of the song with the background voices, the drum still beating in triple single, and the brass instruments.
2:31 Fadeout
The music gradually fades out.
His smooth singing style and music styling’s have kept his fans asking for more. He was recently asked to be a guest judge on American Idol, where the contestants were able to sing some of his songs.