Requiem for a Humming Bird

Marc Mellits
Dacia Music- Grade: 4-5/2:30
Selection
I chose this piece for high school band because it is unique. Most requiems are slow and

contemplative. What makes this requiem unique is that it considers the traits of a hummingbird

where nothing in their life is slow or calm. The piece also changes orchestration of the melody

and adapts it as the piece progresses. Another thing the book tells us to look for is depth. Upon

listening to this piece once, it comes across as simple but it takes further analysis to understand

this piece.

The thing that this piece made me think of is when you havent eaten in a substantial

amount of time. Hunger then drives your decisions and can change your whole personality. This

is prominent in high school students lives because so much is expected of them. They go to

school for hours and usually are not able to eat in class. The feeling of hunger can be applied to

the music. That feeling should push the melody without speeding up the tempo and provide a

drive towards the end. But, it is important not to use all your energy right away when you are

hungry. The same is true in the piece because it starts intense and ends intense. Stamina required

to make it to food needs to be applied to this piece and I can do different warm ups to strengthen

their stamina.
Broad Description:

Written for wind band

Miniaturist: short contrasting movements and sections
Post-minimalism
Short piece (about 3 minutes)

Background information:
1966-present
American composer
Primary instrument is piano
Studied at Eastman School of Music and Yale School of Music
Influenced by Minimalist and Rock Music
Currently a professor and director of Mellits Consort
Frequents Romania

Commissioned by the Cornel University Wind Ensemble

Elements of music:
Key: Bb
4 bar phrases in 16 bar large phrases

Measure
1-16 Introduction of sixteenth note rhythm on tom-toms
 17-20 Introduction of theme by flutes, soprano sax, and alto sax

20-28 Addition of muted trumpet to emphasize highest pitch

29-32 Descending French horn line leading into B
33-40 Flute and saxophones continue theme, entire band is in with either
articulated trumpet line for measure 20 or timpani figure
41- 44 Theme is broken apart between Flute and Clarinet, B section, Cl: 1 e
Fl: & a 2 Cl: & a Fl: 3 e &
45-48 Introduction of harmony in Oboe and Soprano Sax
49-56 Whole band in with harmony or B
57-64 Repeat of measures 33-40
65-68 Theme put into
Form

Measure: 1 17 41 57
A B B B
Texture: starts with few parts like at beginning, builds up to full band, then back down to
one or two parts
Dynamics: mp during B but rest of piece marked as with crescendo to end

Heart of piece:
The simplicity and drive of the theme that excites and soothes.
Skill Outcome
Students will perform sixteenth notes.
Strategies
Visual: Provided with a ruler and a blank staff, the students will be asked to select a measure of
music with sixteenth notes and represent the rhythm on the staff using a rhythm guide. The
rhythm guide would be quarter notes would measure two inches, eighth notes would measure
one inch, and sixteenth notes would measure a half an inch.
Kinesthetic: Students will be numbered off every other student and asked to stand. Group one
will place their hands on a member of group twos back. The group one member will tap
sixteenth notes while the group two member sings a passage of the piece. Then the roles will
switch until a steady sixteenth note is accomplished.

Score 1 2 3 4 5
Student performs the correct number of notes
per beat
Each sixteenth note was played equally
meaning one did not last longer than the others

Rhythmic distinction was clear between

different patterns
Student ended on the correct count
Student kept a steady tempo
Assessment
I will use a performance/ observation for this outcome because it is dependent on playing a
specific rhythm. This rubric can be used for a formal performance assessment or more informal
such as a small group playing in class. The rubric can also be used with different excerpts such as
one from the piece of music and other pieces to show progress in the understanding of sixteenth
notes.

Knowledge Outcome
Students will attribute the first statement of the theme to the second statement in the B section.
Strategies
Visual: The teacher will write or project measure 17 to 20 on the board. Students will then be
asked to circle the notes that the flutes have on measure 41 with one color and the notes that
clarinets have in a different color. This will visually show that the melody is the same at 41 just
split into two instruments.
Auditory: Students will be asked to perform the first statement of the theme in measure 17
(transposed for all instruments) then perform the altered theme at measure 41. Then the students
will perform them at the same time and be asked what are the similarities and differences.
Assessment
Journal prompt: Why do you think Mellits broke apart the A melody in the B section. Some
things to consider in your answer: texture, form, transposition, and emotion. Please use examples
form your own part as well as what you hear in other parts.
I chose the journal entry for this outcome because I think it would be hard to write a test about it.
After the
0 1 2 3 4 5 students do
Prompt Prompt All All All All activities to
is not is parts of parts parts parts analyze the
answer answere prompt of of of difference
ed d with are prompt prompt prompt between the
short address are are are melodies in
stateme ed with answer answer answer the A section
nts and short ed ed ed and B section
not all stateme with with with I would give
parts nts comple comple comple them this
are te te te journal entry.
address though though though I would grade
ed ts ts and ts and it based on a
some exampl 1 to 5 scale.
exampl es
es

Affective Outcomes
Students will critique Mellits interpretation of a requiem.
Strategies
Auditory: The teacher will play different requiems several times while the students are asked to
compare them according to subject, musical attributes, and mood.
Kinesthetic: Students will be placed into groups and asked to create a living statue display of a
given section of music. The living statues will display the mood of each section. Other groups of
students will be asked to do the same with a different requiem. Then, the statue groups will be
lined up according to the piece. Students will be asked to describe the difference between the
two.
Assessment
Paper and Pencil Test: see below
This test will be given after learning about different requiems from a historical context and
listening to them. I included other types of questions on the test because they would pertain to
other concepts that would have been covered. The essay question is the one that pertains the most
to the outcome. There would be short journal entries in class to lead up to this test so that
students can get their thoughts organized. I would grade the essay based on if all of the parts of
the question are answered and if they are fully supported.

Paper and Pencil Test

Match the composer to the piece:
1. Requiem in D Minor___ A. Brahms
2. Messa da Requiem___ B. Mozart
3. A German Requiem___ C. Verdi
4. Requiem Canticles___ D. Stravinsky
Short Answer:
Briefly describe the history of Requiem in D Minor. Be sure to include what the piece was
commissioned for.
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Essay Question:
Compare the emotion, structure, and reason for composition of Mellits Requiem for a
Humming Bird to Mozarts Requiem in D Minor Kyrie. Make sure to cover both similarities
and difference and support your statements with examples. Measure numbers are not required
but I need to understand what part you are talking about.

Recommended Recordings:
South Jersey Band and Orchestra Directors Association performance from 2017
https://www.youtube.com/watch?v=pyJ_li7jHU0
University of Georgia Summer Music Camp performance from 2014
https://www.youtube.com/watch?v=we8IOQjXbPY