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Stress Patterns in the English Language
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| Word accents (stresses) are especially important connections between
song and language because they give shape, expression, and meaning to
both. |
In the English language, words have regularly accented patterns, and
one syllable of each word is typically louder than the others, shaping
the sound. An accent shift can change the meaning of a word and, therefore,
the intended expression "PRES-ent" is a noun,
referring to a gift, where as "pre-SENT" is
a verb, meaning to give or offer.
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Another feature of the sound of language is the grouping of syllables
and words to form larger units. Examples of some common groups are "happy
Birthday,""open the cabinet," "in a minute,"
and "whenever possible." In "HAPpy"
and "BIRTHday," the accent is on the first syllable, but when
combined into the word grouping "happy birthday," "happy"
loses its accent, and the grouping then has a single accent on "birth"
- happy BIRTHday.
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In larger groupings, one syllable tends to predominate. We call this
predominant syllable a stress, to distinguish it from
the accent that each word has. A stress pattern, then, is a naturally
occurring group of syllables that has a predominant or stressed, syllable.
Stress results largely from a change of loudness, but it is also affected
strongly by rhythm, melody, language, and other structural elements.1
(p.123)
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Why and how stress patterns are used: |
| Attention to stress patterns is basic to the study of rhythm and structure,
whether of language or of music. |
| In the English language, meaning of our speech can depend on stress
patterns. |
| As in listening to speech, listening for stressed syllables in song
phrases involves listening for changes in dynamics. Becoming aware of
and sensitive to subtle differences in dynamics prepares us for an understanding
of music shaping and phrasing. It is common for the stress to occur on
the beat of a song, but it almost never occurs on every beat. Consider
the power of stress for distinguishing between a musical and a mechanical
performance.1 (p.123) |
While learning a song, students are encouraged to find the chunks of
language that can stand alone such as "Old MacDonald," "had
a farm," or "and on this farm he had a duck," They are
then asked to find the syllable in each language chunk that should receive
an emphasis. They are encouraged to emphasize that syllable as they sing
the song.
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Sample statements and activities by which
to introduce stress patterns to
your students:
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| "Speak "the mulberry bush" four times in a row.
Tapping one finger on the opposite palm, tap only once during each repetition
of the phrase: "the mulberry bush", "the mulberry bush",
"the mulberry bush", "the mulberry bush." |
| Notice which syllable received the taps. Listening, movement, and repetition
combine to reveal the syllable most natural and comfortable to tap, the
stressed syllable. Did you hear the MULberry bush, the
MULberry bush....?1 (p.124) |
Explanation of the term
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| In each little phrase of chunk of music, one syllable is emphasized.
What does it mean to emphasize something? How might we emphasize a syllable
while we are using? |
Bibliography |
1. Bennett P. D. & Bartholomew, D.R. (1997). SongWorks
I: Singing in the education of children. Belmont, CA: Wadsworth
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