Alabama Gal - Music Sheet (Page 2 of 2) in pdf

SINGING

Enjoy this song with dance movements similar to a Virginia Reel. In sets of 6 to 8 couples,

during the first verse partners sashay down and back in the space between the other couples who

are about al'rl's length apart. During the second verse all couples hook right elbows for an 8

count turn, then left elbows for another 8 count turn. During the third verse the head couple

turns away from each other and walks outside the line from the head to the bottom of the line

followed by the others in that line. During verse four, the head couple stands at the bottom of

the line making an arch for the other couples to go through. The second couple becomes the head

couple and the song and routine begin again.

When the melody is secure try this vocal countermelody on the tone syllable pitches given.

4 D o

ILa

- a

{So

bam

l S o

S o

- b a m - a

t l l

tro 'll

Gal!

r-r

Do Do

A l - a

- a,

(three times)

PLAYING

Using the tones of the pentatonic scale in the key of G Major, G A B D E, set up the resonator

bells or tonebars, i. e. xylophones, metallophones, glockenspiels, to play those tones. Use the

bells or tonebars to play the melody of the song and/or the simple countermelody above.

For a harmonic accompaniment, play on the pitches G and D as a block chord or as alternating

tones on the beat throughout the song.

CREATING

Encourage the students to utilize the two rhythm patterns from the song or any variations

to formulate an introduction, an interlude and an ostinato throughout the song with non pitched

instruments. The ostinato pattern could also be played by any instruments with one instrument

on the first phrase, two on the second, three on the third and a clima,r of four on the fourth.

Explore the results of the dynamic variations as you try different levels of sound with the

phrases. Try different sounding instruments until the students are happy with the sound that is

produced. These ideas could be used in conjunction with the ideas in the LISTENING paragraph

that go along with singing in various dynamic levels.

LISTEMNG

Help the students recognize the a b a c form of the musical phrases and find ways to

characterize them with dynamics as they sing. For example, the a phrases could be moderately

soft or moderately loud and the 6 and c phrases either louder or softer Or the song could begin

softly and crescendo to the last phrase. Let the students decide what enhances the song best.

CURRICULUM INTEGRATION

Locate the state of Alabama on the map. The name of the state is taken from an Indian nation

that once lived in the area. Read more about the state in the book Alabama Facts and Symbols by

Emily McAuliffe (Hilltop Books, 2000.)

Alabama Gal

Alabama Gal - Music Sheet Page 2

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