Harvest

"Harvest" is an upbeat country pop song that celebrates the rewards of hard work during harvest season. While many people associate harvest with fall festivals and autumn crops, harvesting actually takes place year-round depending on the crop and climate. That makes this piece useful during any season of the school year.

The song also offers an opportunity to discuss where food comes from and the many steps involved in growing it. Students often think only about planting seeds and watching them grow, but farmers and gardeners do much more behind the scenes. For example, growing corn may involve tilling and fertilizing the soil, testing nutrients, planting with machinery or by hand, irrigating during dry periods, protecting crops from pests, and finally harvesting, sometimes with large equipment such as combines. After harvest, they can sell as ears of corn, canned, frozen, or even processed into animal feed. Consider tying the song into a cross curricular unit about agriculture, nutrition, gardening, or local farming traditions.

If possible, let students plant and grow something simple during the school year. A small classroom container garden can help students better understand the growing process. It would be fun to have locally grown, harvested things served after your concert for an added community connection.

Musically, the verses feature a mostly static melody with easy rhythms, making the song accessible for singers of many skill levels. The chorus (bar 21) introduces more melodic movement and includes an optional harmony part. We intentionally kept the harmony simple so even inexperienced singers can successfully sing it. To assist with teaching, an isolated part 2 track is available online. There is also a banjo doubling the melody in the recording to help support singers.

Because some of the lyrics move quickly, encourage students to keep the tempo energized and avoid dragging. Tongue-twisters or other warm-ups would help them enunciate accurately. Be especially aware of the pick-up notes throughout the song. Cue breaths (while making eye contact) in tempo with the song before the pick-up notes each time they happen so students feel confident coming in together. (Lynn tells us, "Coming in early is embarrassing. I was 'that student' who was afraid to sing the pick-ups, so I missed them every time.")

In measure 39, the bridge becomes more reflective and contemplative. Although the texture thins out and dynamics may soften, remind students to maintain the steady tempo and keep the musical momentum moving forward. It then builds with a crescendo into a resounding "Hooray!" to celebrate a job well done.