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As Winds Dance Program Note

Samuel R. Hazo composed "As Winds Dance" in 2003. The piece introduces middle school students to syncopation through the repetition of a syncopated rhythmic figure. It opens with light brushing on the snare drum playing the repetitive syncopated rhythm, which is then joined by the full band playing in unison. The composition alternates between the syncopated section and a more lyrical, chorale-like melody. Mastering the syncopated rhythm is the main musical challenge for students. The piece offers opportunities to teach musical concepts like contrast, texture, and articulation while keeping the level of difficulty appropriate for middle school bands.

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409 views

As Winds Dance Program Note

Samuel R. Hazo composed "As Winds Dance" in 2003. The piece introduces middle school students to syncopation through the repetition of a syncopated rhythmic figure. It opens with light brushing on the snare drum playing the repetitive syncopated rhythm, which is then joined by the full band playing in unison. The composition alternates between the syncopated section and a more lyrical, chorale-like melody. Mastering the syncopated rhythm is the main musical challenge for students. The piece offers opportunities to teach musical concepts like contrast, texture, and articulation while keeping the level of difficulty appropriate for middle school bands.

Uploaded by

Jazzmond
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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GMEA Middle School Concert Festival Literature PA2 - Wynn

AS WINDS DANCE
by Samuel R. Hazo
Boosey & Hawkes, 2003

Grade: 2 Meter: 3/4


Duration: 1:55 Key: Bb Major, Eb Major
Tempo: QN = 146, with motion

Overview of the Piece


The composer, Samuel R. Hazo, notes that he can still hear his college sight-
singing professor, Dr. Louis Munkachy, telling him, in his thick Hungarian accent,
Instrumentation Repetition is the mother of knowledge. For every bit of truth this statement
holds, it is equally true that repetition is that natural enemy to the eleven to
thirteen year-old. Their motto more resembles: I did it great once; therefore,
Flute greatness must flow from me. So in trying to compose a piece that painlessly
Oboe introduced middle level students to syncopation, Hazo knew that repetition had
Clarinet 1, 2, & 3 to be present, but disguised so as not to look like something instructive.
Bass Clarinet Moreover, the students would need to perceive (on their own) that the musical
Alto Saxophone needs of the piece dictated how many times a syncopated rhythm would recur. I
Tenor Saxophone believe that balance exists in As Winds Dance.
Baritone Saxophone
The composition opens with light brushes on the snare drum playing the
Horn in F repetitive 3/4 syncopated rhythm Ta Ta Get Me Out Of Here. The entire band
Trumpet 1&2 joins in this unison syncopated figure with a light lyrical melody being played
Trombone above it, until a more chorale-like section appears at measure 25. The rest of the
Euphonium piece is basically passing the syncopated figure and the chorale figure back and
Tuba forth.

Glockenspiel
Snare Drum Musical Challenges
Bass Drum
Crash Cymbal As the composer notes, this composition is designed to teach syncopation.
Timpani Therein is the biggest musical challenge for the young ensemble. The syncopated
figure repeats quite often, which could be a good or bad thing! If the students are
able to play the figure, the performance should be relatively easy. If not, the
performance wont be successful.
Hazo also does a masterful job of juxtaposing the lyrical dotted half-note melody
against the syncopated ostinato. Students can explore lyrical phrasing and
expressive playing while also learning about syncopation. This is a great
opportunity to teach students about contrast and texture as theyre learning a
piece theyre sure to enjoy.
Finally, within the syncopated section there are very specific articulation
markings. If students execute the articulations as written, the syncopation will
come easily. This will also lend a more 3-dimensional feel to the work and allow
CD track 14 it to sound more advanced than it actually is.
This piece is a solid Grade 2, with many teaching opportunities!

30 | P a g e
GMEA Middle School Concert Festival Literature PA2 - Wynn

AS WINDS DANCE
by Samuel R. Hazo
Boosey & Hawkes, 2003

Performance Notes
As Winds Dance (2003) was commissioned or the McKnight & Peebles School
Bands, directed by Stephen J. Krause, in the Allegheny School District of
Pittsburgh, Pennsylvania.

About the Composer GMEA 2


Samuel R. Hazo (b. 1966) resides in Pittsburgh, Pennsylvania, with his wife and
children. In 2003, Mr. Hazo became the first composer in history to be awarded
the winner of both composition contests sponsored by the National Band
Association. He has composed for the professional, university and public school Other Compositions
levels in addition to writing original scores for television, radio and the stage. His
original symphonic compositions include performances with actors Brooke by Samuel R. Hazo
Shields, James Earl Jones, David Conrad and Richard Kiley. He has also written Arabesque
symphonic arrangements for three-time Grammy Award winning
singer/songwriter Lucinda Williams. Mr. Hazos compositions have been Ascend
performed and recorded world-wide, including performances by the Tokyo Kosei
Blessings
Wind Orchestra (national tour), the Birmingham Symphonic Winds (UK) and the
Klavier Wind Projects recordings with Eugene Migliaro Corporon. Additionally, Diamond Fanfare
his music is included in the series "Teaching Music Through Performance in
Each Time You Tell Their
Band." Mr. Hazo's works have been premiered and performed at the Music
Story
Educators National Conference, Midwest Band and Orchestra Clinic, World
Association for Symphonic Bands and Ensembles Convention, National Honor Echoes
Band of America, National Band Association/TBA Convention, College Band
Exultate
Directors National Association Convention and also aired in full-length programs
on National Public Radio. He has served as composer-in-residence at Craig Keltic Variations
Kirchhoffs University of Minnesota Conducting Symposium and has also lectured
In Heavens Air
on music and music education at universities and high schools internationally. In
2004, Mr. Hazo's compositions were listed in a published national survey of the Novo Lenio
"Top Twenty Compositions of All Time" for wind band.
Pearthshire Majesty
Mr. Hazo has been a music teacher at every educational grade level from
The Quest
kindergarten through college, including tenure as a high school and university
director. He received his bachelors and masters degrees from Duquesne Ride
University where he served on the Board of Governors and was awarded as
Rising Star
Duquesnes Outstanding Graduate in Music Education. Mr. Hazo serves as a guest
conductor and is a clinician for Hal Leonard Corporation. Recordings of his Rivers
compositions appear on Klavier Records and Mark Records.
Their Blossoms Down
Voices of the Sky
www.samuelrhazo.com

31 | P a g e
www.WynnLiterature.com

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