Ladies and Gentlemen
16 painless rounds for Young voices
by Brian Kogler
Without doubt, children of all ages enjoy singing rounds. The rounds they learn are likely to be the old worthies of past centuries: “Sumer is icumen in”, “Fie, Nay, Prithee, John” or “Well Rung, Tom!” This original collection balances the standard repertoire with a variety of easy, feel-good rounds: the sweet, the comic and the downright impertinent. They are intended for emergent treble voices, but may of course be sung by mixed groups of all ages. Two free piano accompaniments are available on request.
Over 100 of Brian Kogler’s rounds are now accessible on YouTube. Scores are available for free on request. Please contact: bkogler [at] bigpond [dot] com
SKU: BKR-005
Categories: Children's Choir, Choral Music
Instrumentation: Choral
| Voicing: | Equal Voices, SSAA |
| Instrumentation: | A Cappella |
| Language: | English |
| Sacred or Secular: | Secular |
| Season or Event: | General |
| Descriptive Tags: | Children, Fun, Light, Silly |
| Difficulty: | Beginners, Intermediate |
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Title | View | Voicing | Duration | Language | Composer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| SATB | 6' | English | This setting of the traditional Harvest hymn, “We plough the fields and scatter”, is written in popular style, a little syncopated. The choir parts are mainly in Unison, with short passages in harmony (SATB). There is also a simple Unison part for the audience/congregation to join in (“All good gifts around us”), and simple percussion […] | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This setting of the traditional Harvest hymn, “We plough the fields and scatter”, is written in popular style, a little syncopated. The choir parts are mainly in Unison, with short passages in harmony (SATB). There is also a simple Unison part for the audience/congregation to join in (“All good gifts around us”), and simple percussion […] | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SATB+SATB | 1' 45" | English | “Are Friends Delight or Pain?” is a brief a cappella double-choir movement (SATB + SATB, ~1’45”) excerpted from Cycle of Friends, setting Emily Dickinson’s epigram with concentrated intensity. The entire piece rests on a single sustained E—a pedal point whose meaning keeps shifting as the harmony moves through changing modes and colors. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| “Are Friends Delight or Pain?” is a brief a cappella double-choir movement (SATB + SATB, ~1’45”) excerpted from Cycle of Friends, setting Emily Dickinson’s epigram with concentrated intensity. The entire piece rests on a single sustained E—a pedal point whose meaning keeps shifting as the harmony moves through changing modes and colors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Equal Voices ⋅ SSAA | Each round 1′30″ to 2′ (in performance) | English | The sixteenth, seventeenth and eighteenth centuries in Britain form a golden age of round-singing; even the nineteenth provided some fine examples. These twelve rounds, set to texts by Shakespeare, Skelton, Swift, Dryden, Johnson, Carroll and Synge, are of varying difficulty and may require rehearsal. Keeping as they do to the style of the period, they […] | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The sixteenth, seventeenth and eighteenth centuries in Britain form a golden age of round-singing; even the nineteenth provided some fine examples. These twelve rounds, set to texts by Shakespeare, Skelton, Swift, Dryden, Johnson, Carroll and Synge, are of varying difficulty and may require rehearsal. Keeping as they do to the style of the period, they […] | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4' 40" | The familiar words, “It came upon a midnight clear”, are set to a lively tune, with piano accompaniment, and a simple refrain is added, with the words “Deo, Deo, Gloria in excelsis Deo” (“Glory to God in the highest”). Written with women’s voices in mind, it could also be tackled by a good children’s choir. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The familiar words, “It came upon a midnight clear”, are set to a lively tune, with piano accompaniment, and a simple refrain is added, with the words “Deo, Deo, Gloria in excelsis Deo” (“Glory to God in the highest”). Written with women’s voices in mind, it could also be tackled by a good children’s choir. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SATB | 5'30" | Yiddish | A theatrical setting of Di Balade Funem Farloyrenem Shefel, a colorful allegory by Yiddish poet Itzik Manger telling the story of a shepherd boy searching high and low for his lost lamb, only to discover that he has found something more important that he didn’t know he was looking for. Follow the score with English subtitles in […] | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| A theatrical setting of Di Balade Funem Farloyrenem Shefel, a colorful allegory by Yiddish poet Itzik Manger telling the story of a shepherd boy searching high and low for his lost lamb, only to discover that he has found something more important that he didn’t know he was looking for. Follow the score with English subtitles in […] | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SSA | 4' | English | The birds sing an evening hymn to the trees in which they make their home in this setting of poetry by E. Pauline Johnson. Their sweet song is expressed in simple harmonies and soft lyricism. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The birds sing an evening hymn to the trees in which they make their home in this setting of poetry by E. Pauline Johnson. Their sweet song is expressed in simple harmonies and soft lyricism. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SATB | 3'30" | English | The cumulative rhyme, “The House that Jack Built” follows a series of connected objects, animals, and people, from the titular house through to an unrelated “farmer sowing his corn.” This setting features a light, skipping melody that slows down periodically to linger on the developing romance between the “maiden all forlorn” and the “man all […] | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The cumulative rhyme, “The House that Jack Built” follows a series of connected objects, animals, and people, from the titular house through to an unrelated “farmer sowing his corn.” This setting features a light, skipping melody that slows down periodically to linger on the developing romance between the “maiden all forlorn” and the “man all […] | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SAB | 3' | English | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| SATB | 2' 45" | English | This is an a cappella setting of William Blake’s poem ‘The Tyger’ for mixed choir (SATB) with some divisions. It may be performed on its own, or preferably as a companion piece to ‘Little Lamb, who made thee?’, also obtainable through Swirly Music. It is suggested that ‘Little Lamb’ be performed first, as there is […] | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This is an a cappella setting of William Blake’s poem ‘The Tyger’ for mixed choir (SATB) with some divisions. It may be performed on its own, or preferably as a companion piece to ‘Little Lamb, who made thee?’, also obtainable through Swirly Music. It is suggested that ‘Little Lamb’ be performed first, as there is […] | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||