Give Us Hope

Teaching Notes and Resources

Composer’s Notes • Conductor’s Notes • Lyrics • Score • Teaching Objectives for Learning
How to use this document
This resource will provide you with everything you need to deliver with confidence the
song Give Us Hope? to your music classes and/or chorus(es).
As an American Young Voices registered school, you have permission to make
photocopies for your students and other teaching needs.
If you have any specific questions, please ‘Ask Erin’: erin@americanyoungvoices.com

Conductors notes
Give Us Hope has become somewhat of an anthem for children worldwide. It can be heard as you leave the 9/11
museum in NYC.
The opening 8 bars is in three parts and the singing occurs on the CD four times, one with each part sung separately,
and one track with all three together. For this full version listen closely to your speakers, as you will find one part in
the left, one in the right, and the other in the middle (i.e., both speakers.)
Split your own choir equally into Lows, Middles and Highs. This music should sound truly amazing in our concert! I
won’t be dividing the massed choir on the day, we’ll just have the three parts coming from all over, and we’ll all be
surrounded by blissful harmony.
As you practice the opening VERSE, feel the heavy beat on each each word as shown below, softly stress the beginning
of each word and follow the dynamics as follows.
mp
Lis-ten to the sound of my voice
mf
Can you feel the beat of my heart
mp
Lis-ten to the ques-tions I have
mf cresc. to f
Lis-ten to me.
Another learning tip: when you put the three parts together for the first time, try placing the singers in three different
circles for each part throughout the room, and gradually bring them closer together.
For the two part CHORUS sections, go back to your regular two part divisions – be aware of the syncopation, heeding
closely to the rhythm on the demo; then put it all together.
When the three part music comes back for a second time, each part has a short solo word – make sure each singer
only sings the solo from their part.
After the bridge when the two-part CHORUS comes back, clap on 2 and 4 while swaying from right to left on beat 1
and 3. Be careful not to rush. The last note will be long.

Lyrics Listen to the sound of my voice. (calling)

GIVE US HOPE
Listen to the sound of my voice.
Can you feel the beat of my heart?
Listen to the questions I have.
Listen to me,
It’s all very simple to see what we need.
Give us us hope, my voice is calling
Can you see? Look in my eyes,
Can you you feel, My hand is reaching.
Give us us hope and and we’ll show you
the way.
Can you feel the beat of my heart?
(pounding)
Listen to the questions I have. (listen)
Listen to me,
We are are are the future,
Help us believe
Give us us hope, my voice is calling
Can you see? Look in my eyes,
Can you you feel, My hand is reaching.
Give us us hope and and we’ll show you
the way.
Take my hand now look in my eyes, Tell
me what you see.
Give us us hope, my voice is calling
Can you see? Look in my eyes,
Can you you feel, My hand is reaching.
Give us us hope and and we’ll show you
the way.
Give us us hope, my voice is calling
Can you see? Look in my eyes,
Can you you feel, My hand is reaching.
Give us us hope and and we’ll show you
the way.
Show you the way, my voice is calling,
Show you the way, my voice is calling,
Show you the way.

2
 Give Us Hope Give Us Hope
Music by James Papoulis and FRANCISCO J NUNEZ
Lyrics by James Papoulis, Leo Schaff & Regine Urbach
q = 110 With a Joyous feeling throughout
   
     
      
       
             



Eb Ab/Eb Eb Bb/D
 
7

Pt 1                       
mp Lis - ten to the sound of my voice. Can you feel the beat of my heart?

Pt 2                      
mp Lis - ten to the sound of my voice. Can you feel the beat of my heart?

  
Pt 3                    
mp Lis - ten to the sound of my voice. Can you feel the beat of my heart?

Eb Ab/Eb Eb Bb/D
  
11

                  
Lis - ten to the ques - tions I have. Lis - ten to me,
   
                 
Lis - ten to the ques - tions I have. Lis - ten to me,

 
           

     
Lis - ten to the ques - tions I have. Lis - ten to me,

           
Fm Ab Fm Bb

15 Unison

       
 
It's all ve - ry sim - ple to see what we need.

2 Parts only

Eb Eb/G Ab Bb Cm Bb/D Eb Eb/G Ab Fm Bb Eb Eb/G Ab

  f     
19
           
              
Give us hope, my voice is cal - ling. Can you see? Look in my eyes, Can you feel,
 f
 
                                 
Give us hope, my voice is cal - ling. Can you see? Look in my eyes, Can you feel,

3
2
Bb Cm Bb/D Eb Eb/G Ab Bb Ab2/C
     
24

                  

My hand is reach - ing. Give us hope and we'll show you the way.
  
                          

My hand is reach - ing. Give us hope and we'll show you the way.

Eb Ab/Eb Eb Bb/D
 
29

                       
mp Lis-ten to the soundof my voice. (call - ing) Can you feel the beat of my heart?

                       
mp Lis-ten to thesoundof my voice. Canyou feel the beat of my heart? (pound - ing)

  
 

                 
mp Lis-ten to the soundof my voice. Canyou feel the beat of my heart?

Eb Ab/Eb Eb Bb/D
  
33

                  
Lis - ten to the questions I have. Lis - ten to me.
   
          

     
Lis - ten to the questions I have. Lis - ten to me.

     
                
Lis - ten to the questions I have. (lis - ten) Lis - ten to me.

  
37 Fm
mf  Eb/G
  Ab Fm Bb

       
 
      

   
We are the fu - ture, Help us be - lieve

             
mf
   
   
We are the fu - ture, Help us be - lieve

            
  mf
   
We are the fu - ture, Help us be - lieve

4
 3
Eb Eb/G Ab Bb Cm Bb/D Eb Eb/G Ab Fm Bb
 
41

                          
f Give us hope, my voice is cal - ling. Can you see? Look in my eyes,

             
      
      
f Give us hope, my voice is cal - ling. Can you see? Look in my eyes,

Eb Eb/G Ab Bb Cm Bb/D Eb Eb/G Ab

      
45

                   
Can you feel, My hand is reach - ing. Give us hope and we'll

       
                 
Can you feel, My hand is reach - ing. Give us hope and we'll

Bb mf Eb
 
48

   
 
    
show you the way.

 
mf
  
       
show you the way.

Unison

     
Cm Bb/D Eb Fm Eb/G Ab Fm Ab
    
51

     
 
     
f Take my hand now look in my eyes, Tell me what you see.

           
57

      
Everybody Hand Claps
Bbsus Bb F
 
                        
ff Give us hope, my voice is cal - ling. Can you see? Look in my eyes,

           
         
  
ff Give us hope, my voice is cal - ling. Can you see? Look in my eyes,

5
4

 
      
63
        
   
                     

Can you feel, My hand is reach - ing. Give us hope and we'll show you the way.

    
                       
Can you feel, My hand is reach - ing. Give us hope and we'll show you the way.


  
              
67
  
Bb/D Cm F F/A Bb C Dm Cm/Eb F F/A Bb
 
                   
mf ff Give us hope, my voice is cal - ling. Can you see?

            
        
mf ff Give us hope, my voice is cal - ling. Can you see?

           
72
      
    
Gm7 C F F/A Bb Cm Dm Cm/Eb F F/A Bb

      
 
           
Look in my eyes, Can you feel, My hand is reach - ing. Give us hope and we'll

 
                         
Look in my eyes, Can you feel, My hand is reach - ing. Give us hope and we'll

76 C Bb2/D C/E F
 
                   

 
show you the way. show you the way, my voice is call - ing,

             
show you the way.

molto rit.
80 Bb2/F F Bb2/F F

3
          

  
show you the way, show you the way.
3 
                    
show you the way, my voice is cal - ling, show you the way.

6
Give Us Hope
Lesson plan

SONG Give Us Hope - Music by James Papoulis

Arranged by Francisco J. Núñez. Lyrics by James Papoulis, Leo Schaff
and Regine Urbach

Aim #1 Vocal Technique/Singing/Diction

Core Arts Essential Question(s):
Standards • Why is it important to have proper vocal technique while singing?
• How does diction and proper vowel placement influence tone quality?
Understandings – Students will understand that…
• Proper vocal technique will translate into vocal health
• Singing with proper diction maintains the integrity of the music
• Diction provides a universal tool for communicating through language
• Singing with proper diction maintains the integrity of the music and the culture
Knowledge – Students will know that…
• Properly formed vowels and clear articulation will lead to more musical singing
• Blended voices create a more musical sound in an ensemble
Skills – Students will be able to…
• Sing with properly formed vowels and clear articulation
• Blend voices to create a cohesive sound as an ensemble

Objectives • Students will sing with healthy vocal technique using proper vowel production,
breath support, clear articulation, and blend and balance voice within ensemble

Assessment • Formative assessment through observation

Evidence • Self and peer assessment
• Question and Answer
• Informal and Formal Performance

Aim #2 Music Literacy and Score Interpretation

Core Arts Essential Question(s):
Standards • How does the application of correct stylistic elements aid in performance?
• How does music terminology directly affect performance?
• How can tone quality affect the emotional aesthetic in the repertoire?
Understandings – Students will understand that…
• Knowledge of definitions of musical terms are necessary to interpret the repertoire, and
also enhances the musical performance
• Tone quality can elicit various emotional responses
• Music can be interpreted in a variety of ways
Knowledge – Students will know that…
• How to sing with dynamics, articulation, expression, phrasing, tempi, form, etc., as
determined by the repertoire
• How to recognize good tone quality though listening examples and/or teacher modeling
Skills – Students will be able to…
• Read a choral score and identify their vocal line and musical symbols throughout
• Interpret definitions of musical terms
• Identify vocal line
• Sing in unison, two-part and three-part harmony

7
Objective(s) • Students will sing in unison, two-part and three-part harmony, and identify their
vocal line within the choral score
• Students will identify rhythmic elements relevant to the song, including, but not
limited to: time signature, syncopation, metric modulation, vocal percussion, and
non-lexical vocables
• Students will identify harmonic elements relevant to the song, including, but not
limited to: key signature and modulation
• Students will define, describe, identify and use music vocabulary relevant to
the song, including but not limited to: phrasing, accent, dynamics, form, verse,
bridge, chorus, descant, repeat sign, and first and second endings
• Students will describe and define AABA form of the song, and describe repetitions
and contrasts

Assessment • Formative assessment through observation

Evidence • Self and peer assessment
• Use music vocabulary in context
• Informal and Formal Performance

Aim #3 History, Style and Performance Practice

Core Arts Essential Question(s):
Standards • To what extent does music play a role in culture?
Understandings – Students will understand that…
• Different styles of music require different vocal interpretations
• The musical context influences musical interpretation
Knowledge – Students will know that…
• The cultural context in which the music was composed
Skills – Students will be able to…
• Understand the composer’s intent based on the text

Objective(s) • Students will demonstrate choral phrasing and expression that conveys the
text of the song, and demonstrate understanding of the composer’s intent
based on the text

Assessment • Oral responses to the essential questions

Evidence • Formative and summative evaluation throughout the process
• Self and peer assessment
• Discussion/Lecture

8
Aim #4 Rehearsal and Performance Technique
Core Arts Essential Question(s):
Standards • What is the performer’s role?
• What makes a good performance?
Understandings – Students will understand that…
• The success of an ensemble can be positively or negatively affected by the
professionalism of it’s members
• Every member is accountable and responsible for his/her role in the ensemble
Knowledge – Students will know that…
• Rehearsal and concert etiquette
• Stage presence
• Conductor’s gestures
Skills – Students will be able to…
• Audiate music
• Sing in sectional formations
• Perform with appropriate facial and body expression
• Respond to conducting patterns, cues, and gestures
• Demonstrate proper rehearsal and performance etiquette

Objective(s) • Students will perform repertoire in a professional manner for the benefit of the
ensemble and the audience
• Students will interact and cooperate with fellow ensemble members to interpret the
music and enhance the performance

Assessment • Oral responses to the essential questions

Evidence • Formative and summative evaluation throughout the process
• Self and peer assessment
• Participate in performance