Loch Lomond

By Frank Ticheli

Manhattan Beach Music Publishing

Grade III

Developed by Brad Regier - Kansas State University

Learning Goals and Standards:

1) Students be able to describe what a folk song is, as well as name several found in the United States

Standards Addressed: 1, 8, 9

2) Students will learn about the composer and his works

Standards Addressed: 9

3) Students will transcribe the melody for their own instrument in a playable range

Standards Addressed: 4, 5

4) Students will recognize where the melody is at certain points in the music, as well as countermelody

Standards Addressed: 2, 6

5) Students will describe in detail the Jacobite Rising and the Battle of Culloden

Standards Addressed: 8, 9

6) Students will analyze the form of the piece

Standards Addressed: 6

7) Students will compare the piece to an art piece of their choosing

Standards Addressed: 6, 8

8) Students will define and apply terms found in the unit glossary

Standards Addressed: 6

9) Students will play their B-flat and E-flat major scales using the rhythms and articulations provided in the practice guide

Standards Addressed: 2, 7

10) Students will count out loud and clap selected rhythms

Standards Addressed: 2, 5

Unit 1- Composer:

Frank Ticheli is one of the most recognized composers of our time. He was born in Louisiana and received his masters and doctoral degrees in composition from the University of Michigan. In 1989, Frank won the Walter Beeler Prize and First Prize in the 11^th Annual Symposium for New Band Music. He is most well known for his works in concert band, many of which have become standards in the repertoire. In 1991, Frank became the Professor of Composition at Southern California’s Thornton School of Music and he still holds that position to this day.

Unit 2- Composition:

Loch Lomond is based on an Scottish folk song. The piece was commissioned by Nigel Durno, for the Stewarton Academy Senior Wind Ensemble of East Ayrshire, Scotland, with funds provided by the Scottish Arts Council.

Unit 3- Historical Perspective:

On April 16, 1746, the Highland Scotts were defeated by the English in the Battle of Culloden Moor. Following the battle, many Scottish soldiers were imprisoned at England’s Carlisle Castle. “Loch Lomond” is about two soldiers that who were prisoners at the Castle. One of the soldiers is to be set free and the other is to be executed. According to the Celtic legend, if someone dies in a foreign land, his spirit will arrive in the homeland by taking the “low road” and the song talks about how the soul will arrive before the living soldier does.

Unit 4- Technical Considerations:

The concert D- flat major scale is required of the ensemble. This work is based on a simple folk song and does not have any rhythms that should be of much concern. None of the parts seem to push the ranges of the instrument so range will not be an issue. There are several instances where there is a counter-melody so players will need to listen for them and blend.

Unit 5- Stylistic Considerations:

This piece is very lyrical and should flow. Players will need to work on their phrasing and show control in developing their lines. Full ranges of dynamics are used, from pianissimo to fortissimo, and lots of crescendos and decrescendos. This piece is great at working on musical lines and making complete thoughts in the music.

Unit 6- Musical Elements:

The tonal centers of this piece are B-flat and E-flat major. The harmonic parts are very triadic and diatonic. Because this piece is based on a folksong, it is obviously lyrical and has clear phrases. Most of the work is in 4/4 with a measure going into 2/2. There are some tempo changes, but nothing too drastic considering the style of the piece.

Explanation and Answers to Student Guide

About the Composer

Students are led to Frank Ticheli’s website (www.frankticheli.com) where they can find all the answers to the questions.

Answers:

1) University of Southern California (USC), Composition

2) Two of the following are accepted: Philadelphia Orchestra, Atlanta Symphony, Dallas Symphony, Detroit Symphony, American Composers Symphony

3) Band

4) Any compositions found on his website for concert band

5) Pacific Symphony

Folk Song Study

Students are introduced to the idea of folk songs and their importance in cultures. Students will be required to find a definition of a folk song and then come up with a folk song that is found in America. Students will then need to sing the piece with or without a group and with or without accompaniment. Groups are limited to 4 people.

Text

It is important for the students to know the words to “Loch Lomond” because they will have a better understanding of how the piece should be felt. Like most folksongs, there is a bit of jargon that some students might not understand, so students are asked to look up what some of the text means. The lyrics to “Loch Lomond” and “Danny Boy” are as follows:

Loch Lomond

By yon bonnie banks and by yon bonnie braes

Where the sun shines bright on Loch Lomond

Where me and my true love will ne-er meet again

On the bonnie, bonnie banks o’ Loch Lomond.

Chorus:

O you’ll tak’ the high road and I’ll tak’ the low road

And I’ll be in Scotland afore ye

For me and my true love will ne-er meet again

On the bonnie, bonnie banks o’ Loch Lomond.

‘Twas there that we parted in yon shady glen

On the steep, steep sides o’ Ben Lomond

Where deep in purple hue, the hieland hills we view

And the moon comin’ out in the gloamin’.

Chorus

The wee birdies sing and the wild flowers spring

And in sunshine the waters are sleeping

But the broken heart, it kens nae second spring again

Tho’ the waeful may cease frae their greeting.

Danny Boy

Oh Danny Boy, the pipes, the pipes are calling

From glen to glen, and down the mountainside.

The summer's gone, and all the roses falling.

'Tis you, 'tis you must go and I must bide.

But come ye back when summer's in the meadow

Or when the valley's hushed and white with snow,

'Tis I'll be here in sunshine or in shadow.

Oh Danny Boy, Oh Danny Boy, I love you so.

And if ye come, when all the flowers are dying

And I am dead, as dead I well may be.

Ye'll come and find the place where I am lying

And kneel and say an Ave there for me.

And I shall hear, though soft you tread above me,

And o'er my grave will warmer, sweeter be,

If ye'll not bend and tell me that you love me,

Then I shall sleep in peace until you come to me.

Explanation of terms:

Bonnie- pretty, solemn, placid

Braes- hillside, slope

Ben- within, inside

Gloaming- twilight, dusk

glen- valley

ben- mount

Historical Context

Students will right about the history of the Jacobite Rising. They will need to use the clues that are given in the song and in the directions to figure out what conflict the song is talking about. Papers are to be 1-2 pages in length with 1” margins, double-spaced, and 12-point font.

The battle that the students should mention is the Battle of Culloden Moor. The rising itself came about because the Scottish did not want to be under British rule, and so they tried to restore the House of Stewart to the throne of the Kingdom of Britain but were unsuccessful in their attempt. The song is about two soldiers who were imprisoned within England’s Carlisle Castle, near Scotland. One of the soldiers is to be executed and the other one will be set free, thus one will take the “high road” and the other will take the “low road.”

Here is the grading rubric for the paper:

Rhythm

There are not very many difficult rhythms in this piece of music. The excerpts shown in the student guide represent the only main challenges students might have with this piece. Students are to correctly write in the counting for the two examples chosen out of the music.

1)

2)

Melody

The melody is Loch Lomond is recognizable to most listeners. It is important for the students to recognize who has the melody at the different points in the music. Students are to transpose the example below for their own instrument. This gives students the opportunity to arrange music for themselves and ensures that all students can transpose for their instrument. Percussionists are to transpose for a bell part. The students are also asked to recognize who has the melody at each point in the music, these being:

Horn: 12-20

Alto & Tenor Sax: 16-20

Full Ensemble: 20-28

1^st and 2^nd Trumpet: 39-47

Upper Woodwinds & Alto Sax: 47-54

Piccolo & Clarinet: 58-66

Clarinets: 66-71

Alto Sax: 71-75

Trombone: 74-79

Woodwinds: 79-82

Trumpet & Euphonium: 82-90

Full Ensemble: 90- End

Harmony

Concerning harmony, students will pick out one painting or photograph that they feel best represents the piece of music. By having the students relate the piece to an image, we are having the students use not only other aspects of art but also having them use their musical vocabulary to describe the music.

Form

By understanding the form of the piece students will have a deeper knowledge of how the piece was put together, as well as who has the melody and harmony. The answers to the form questions are as follows:

Measure Number Form

___ 1___ Introduction

____12___ 1^st Statement

____28___ Interlude

____39___ Second Statement w/ counter melody

___58____ Solo Clarinet & Piccolo

___66____ Development

____82___ Final Statement w/ counter melody

Practice Guide

The rhythms used in the first example in the practice guide are taken from the rhythmic activity. These exercises will produce better articulation with the sixteenth notes rhythms found throughout the piece. The slurring exercise is useful because most of the piece is legato. Students should be able to demonstrate the distinct difference between the two articulations.

Glossary of Terms

Answer Key:

1) F 5) B

2) A 6) D

3) E 7) C

4) G

Suggested Listening

Percy Grainger, Lincolnshire Posy

Percy Grainger, Irish Tune from County Derry

Samuel Hazo, Perthshire Majesty

Eric Whitacre, October

Percy Grainger, Irish Tune from County Derry

Additional References and Resources

www.frankticheli.com

Comprehensive Unit Essay

As a final test, students will be presented an essay question in which they will have 30 minutes to write as much on the given topic as they can. Topics should bring as many aspects of the unit together as possible. An example question would be: Give a detailed description of what the folksong “Loch Lomond” is about. Include text references and how the form of the piece lends itself to the idea of a folksong.

Assessment

		Excellent (50-40)	Average (39-20)	Poor (19 and below)
Student Guide		Guide is complete with only minor errors. Student understands the concepts taught during the unit	Guide is complete with several noticeable errors. Student understands most concepts presented	Guide is incomplete/ students does not grasp concepts presented in unit.
Playing Tests (Two will be given)		Student correctly plays articulation and rhythms with proper dynamics and style	Student misses some 3-4 articulations/ rhythms, misses some dynamics and style.	Student misses five or more articulations and rhythms, with incorrect dynamics and style
Unit Test	Student shows a deep understanding of material presented during the unit. Minimal errors are present in answer.		Student shows understanding of material, but does not grasp some concepts. 3-4 errors are present in essay answer.	Student shows basic to marginal understanding of the material. More than 4 errors are present in the essay answer.