When we first started to play Psalm 42 the kids liked it, they commented that it "sounded pretty". Their assessment of the piece was based on pure auditory enjoyment.
Then I read to them the program notes about the piece, where, when and why Samuel Hazo composed it. It completely changed the way the students listened to and felt about the piece. I wont play the "spoiler" roll and tell the story behind the piece but after I read them the program notes there were more than a few teary eyed students in the room.
Psalm 42 is not their favorite piece on an "excitement" level but most of them agree that it is the piece with the most meaning to them. It has truly engaged the students on a much deeper level than just "oh it sounds cool". There is an emotional quotient behind the notes & rhthyms that has a meaning & purpose the students can identify with. Actually, a few of the young ladies have warned me that if I talk to the audience about the piece at the concert they may start to cry.
It is so difficult to get young groups to play slow and soft
correctly (I wish Jr. High & HS bands would play this style more) It requires focus and a lot of effort on the students part, its not just "blowing soft air" (thats how they described trying to play pp dynamics in the beginning of the year) This piece lends itself very well to working on intonation & phrasing. Hope this helped.
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