Branden’s Rainbow

by Andrew Boysen, Jr.

KJOS Concert Band – Grade 4

Broad Description
 Work for band inspired by student accounts of recently passed peer, Branden.
 Utilizes many sounds and colors to paint a picture of a rainbow on a rainy, gloomy day.
o i.e. Maracas and shakers as rain, offstage trumpet as rainbow appearing.
 Great for exploring symbols and symbolism, as well as dissonances and consonances.

Andrew Boysen, Jr.

Andrew Boysen, Jr. (b. 1968) is an active educator, composer, and
conductor. He presently works as a professor
at the University of New Hampshire, where
he both conducts the wind symphony and
teaches conducting and composition classes.
Boysen received his bachelor’s from the University of Iowa, his
master’s from Northwestern University, and
his doctoral degree in wind conducting at the
Eastman School of Music, where he served as
conductor to the Eastman Wind Orchestra and
assistant conductor to the Eastman Wind
Ensemble.
Prior to his employment at the University of New Hampshire, Boysen served as director of bands
at Cary-Grove High School in Illinois, and assistant professor and
Acting Associate Director of Bands at Indiana State University.

Background Information
Branden’s Rainbow was commissioned by the Washington Community High School Band and
premiered in 1997. The piece was dedicated to the memory of Branden Lavaux, a trumpet player
in the band who passed in 1995.
 Before Boysen began working on this piece, the Washington director Jim Talman,
provided him the chance to hear from many of Branden’s friends still in the band. The
most striking event from their accounts was the repeated appearance of a rainbow on
gloomy, rainy days after Branden’s funeral, after their state marching band contest, and
after the band’s spring band concert. Branden’s friends believe the appearance of this
rainbow to be Branden’s spirit.
 Boysen represented this phenomenon with textures he put into the piece. The dissonance
that prevails throughout the majority of the piece is representative of gloomy, rainy days,
including a maracas/shaker/sand block part that is supposed to literally sound like rain.
 The offstage trumpet solo, in addition to the move into consonance after a majority of the
piece is spent with dissonant harmonies, is representative of this rainbow’s appearance.
 Additionally, this move from dissonance into consonance seems to symbolize the idea
that although sometimes things are difficult, there are better days ahead.
  Technical challenges: Offstage solo trumpet. Soloistic, independent parts in each section.
Lots of sustained phrases, like long tones. Meter-less sections. Primarily dissonant
harmonies until m. 109 of the piece (only 150 meas. in total.)
Elements of Music

Meas. Form Melody Rhythm Harmony

1-10 Intro Scattered percussion Mostly sustained low A combination of

parts, low tones with staggered half and whole steps;
dissonances in low entrances. Ab-G-Eb-D-Bb
brass and reeds.

10-11 Theme Offstage, out-of-time Mostly half and Continuation of

trumpet solo. quarter notes with above harmony, with
sustained dotted half trumpet solo on top.
and whole notes. Mostly characterized
Some trills. Meter- by the F-F^-E
less section. opening statement.
11-21 Theme Opening statement of Sustained notes in Low dissonances in
expanded trumpet solo restated most parts. Dotted background,
in dissonant intervals. half, quarter, long alternating between
Staggered entrances. tied whole note part Db-Eb-Ab-G-D-C
in theme restatement. and Ab-Bb-Eb-C-G-
D. Staggered theme
entrances in Eb, Ab,
and Bb.
21-29 Transition No melody Sustained trills D-B-G-A-Eb-Ab-Bb
sustained trills.
29-36 Theme 2 Trombone 1 and Low sustains. Dotted Ab-Eb-G-A-D
Flute solo/duet quarters/quarters sustains. Somewhat
mostly in melody Eb-ish in
part. Continued Trombone/Flute
percussion solo/duet. Bb-ish in
interjections, similar piano interjection.
to above.
36-46 Expanding Theme 2 in Horns Mostly alternating Ab-Eb-Bb-C-G-D,
dotted half and Db-Ab-Eb-B-Gb-Db,
whole notes, plus the C-G-D-A-E
same theme as underneath second
above. theme repeated and
Brief switch to ¾ in expanded in horns.
measures 43-44.
46-53 Expanding Theme continued in Some syncopated Repetition of the last
upper woodwinds pickups into longer part of theme 2,
notes. Ends with going up by half
 another switch to ¾ steps. B-F#-C# in
for just m. 52. bass voices, rising by
half steps throughout.
53-60 Expanding Upper woodwinds, Augmenting Theme: C-C’-B
mostly flutes. previous melodic Unison C’s in basses
idea into half notes and horns, before
and whole note, then each part gradually
gradually picks up the melodic
diminishing it back idea. Ends in 60 with
down. Lots of lots of dissonances
percussion sustained in each
interjections. part.
60-69 Transition No melody Sustains, small C-Db sustains in
timpani solo with each part.
some triplets.
Ritardando in m. 65
69-78 Transition No melody Sustained flute C-Db’s gradually
“solos.” Small fade out, until only
percussion feature— one flute is left.
mostly syncopation Percussion feature.
and triplets.
78-82 Theme 1 Offstage Trumpet Mostly half, dotted Sustained Db in
solo half, and whole Marimba, a C in
notes. Trill. No Clarinet 3, and an Ab
meter in m. 78. 79, in B. Clarinet. Solo
continue back in seems to be in Db-
time. ish. Ends with F-Db.
82-92 Expanding Trumpet Solo Mostly half and Same Db-ish idea in
continues quarter notes. Eighth solo. Ascending Ab-
note, ascending idea Bb-C-Db idea in
passed around upper upper woodwinds to
woodwinds. accent trumpet solo.
92-99 Transition Horns take original Mostly half/whole Horns take melodic
melodic idea notes for melody. idea (F-F’-E). Low
Syncopated idea in brass on syncopated
low brass. Trills in F-C-G idea. Flute
upper woodwinds. sustains trill on F.
99-109 Transition Horns continue Melodic idea Low brass continue
melodic idea diminishes in with F-C-G idea.
rhythm, gets more Melody in horns
syncopated. continues, with first
Sustained trills in interval gradually
upper woodwinds. expanding (C-G, C-
Low voices continue A, C-B). G-C-F
with syncopated sustained trill in
chord idea. upper woodwinds.
109-116 Theme 3 Trumpets use Faster (quarter=132) Bright, joyful
material from theme tempo in ¾. Mostly sounding
1 in new theme. syncopated ideas. consonances. F
Much brighter. major? F-C-G in low
voices.
116-124 Theme 3 Trumpets continue Continued F-F’-G’-F’-E-F’-C;
continued with theme 3 syncopations. melody continues in
Octuplet runs in F major in trumpets.
upper woodwinds Upper woodwind
and piano. Sustained play octuplet F-major
chords in most other scale runs. F plus C-
voices. G sustains in rest of
ensemble, basically.
124-130 Transition Trumpets finish on Transition back into Theme continues in F
theme 3. 4/4 (m. 128). major. M. 128, Bb-F-
Ritardando in m. C sustains in
127. Back to long ensemble- move
sustains in m. 128. from F to Bb?
130-136 Transition Trumpets continue A tempo. Sustains in Trumpets continue in
augmenting theme 3 all voices except new F major (F-F’-E).
idea. New melodic moving idea in Horns seem to be in
idea in horns horns. Molto C (with a b3) maybe?
ritardando in m. 135. Same sustained Bb-
F-C as before.
136-140 Transition No melody Sustained whole Alternating between
notes and half notes. F-A-C and Bb-F-C.
Quarter=100. Decrescendo, prep
Ritardando at 138. for new section.
140-150 Theme 1 Horn plays theme 1 Sustains. Mostly F-C-G sustained.
whole notes in Horn plays F-F’-E
theme. idea.
150 Theme 1 Offstage trumpet solo Meterless. Cued Trumpet plays solo
percussion in F major. Some
interjections and scattered percussion
sustains in some interjections. Rest of
voices. Mostly long band slowly fades
notes in solo. out, and trumpet ends
alone.
 Affective Outcome
Students will explore symbols and symbolism, particularly those of which are important to them
in an emotional way.

1. Time needed:
a. 50 minutes

2. Materials needed:
a. Whiteboards
b. Expo markers
c. Powerpoint
d. Computer
e. Smartboard
f. Symbols worksheet

3. Learning objectives:
a. Students will learn about symbolism through the creation of their own symbols in
response to different words provided by the teacher. They will then fill out a
worksheet that asks them to draw and describe a symbol from their own life that
represents something they care about.

4. Assessments:
a. Students will create their own symbols in response to different words in class.
Students will then fill out a worksheet showing and describing a symbol that is
important to them in their own lives.

5. Personal objectives:
a. Increase students’ understanding of the piece, Branden’s Rainbow.

6. Procedures:
a. Opening activity
i. Show students powerpoint presentation with different pictures on each
slide.
1. i.e. Sun, waves, snowflake, etc.
ii. Have students share what each picture makes them think of.
1. Take a few answers for each picture
2. Encourage students to not be afraid to give a different answer;
“There are no wrong answers here!”
b. Discussion
i. All of these images I showed you could be considered “symbols”
ii. What do you guys know about symbolism?
1. Have students discuss and share their knowledge of symbolism
iii. Symbolism is the use of symbols to represent ideas or qualities.
 1. You guys are probably talking about symbolism a lot in your
English classes, but music is full of symbolism, too!
c. Symbols activity
i. Have each section get together as a team
ii. Pass out one whiteboard and marker to each section. If these are not
available, use paper and pencils instead.
iii. Start up powerpoint
1. Each slide will have a different word on it
a. i.e. School, strength, anger, etc.
2. Students will be asked to take 3-5 work together to draw
something they think represents the word on the board. They then
will show their symbols and share a short description why they
chose it with the class.
d. Discussion
i. What do you guys notice about everything we’ve done today?
1. Not everybody ever picks the same symbols, or interprets symbols
the same way.
2. Why do you think that is?
ii. How does this relate to the piece we’re working on?
1. Discuss the symbolism of the rainbow in Branden’s Rainbow
e. Hand out symbolism worksheet
i. If extra time, allow students to start working on the worksheet in class.

7. Summary:
a. Great job today, everybody! Make sure to turn in your worksheets by the end of
the week!
Name: __________________________________ Date: _________________

Symbolism Activity
Think about a symbol that represents something important to you. This could be an
item, such as a bike, lucky charm, or favorite bracelet, a person, a feeling, etc. In
the space provided below, please draw this symbol to the best of your ability.
Write a short paragraph (3-5 sentences) describing what this symbol is and what it
means to you.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________

Skills Outcome
Students will explore and master balance, blend, and pitch.

1. Time needed:
a. 50 minutes

2. Materials needed:
a. Powerpoint
b. Speakers
c. Computer
d. Instruments
e. Chord worksheet

3. Learning objectives:
a. Students will learn about balance, blend, and pitch through tuning chords in small
groups.

4. Assessments:
a. Students will play chords from chord worksheet in tune with their small groups,
then reflect on the experience they had.

5. Personal objectives:
a. Increase students’ understanding of the piece, Branden’s Rainbow.

6. Procedures:
a. Opening activity
i. Have two student volunteers play a concert F and C. (Maybe pick different
students each time)
1. Play the final note (A) very out of tune.
2. Ask students what they thought.
3. Repeat process maybe, but switch out notes with students.
ii. Have student volunteers play, but get them fairly well in tune.
1. Play final note in tune with student volunteers.
b. Discussion
i. How’d those first chords sound? What did you guys think?
1. Talk about why they did or didn’t like the way it sounded.
ii. How about the last ones?
1. Same as above.
iii. Tuning is an extremely important aspect to great musicianship.
1. There are three basic pieces to good tuning; balance, blend and
pitch.
 a. Balance is like levels on a soundboard. We can turn one
section or person up, and other people down individually.
b. Blend is how well we blend our sounds together. We want
to sound like one, big, band sound, with nobody sticking
out.
c. Pitch is what I just showed you, how flat or sharp or
perfectly in tune you are on a certain note.
2. All three of these could have an effect on how well in tune we
play.
c. Tuning activity
i. Let students get into groups of 4-5. Tell them to try not to get into groups
with same instruments.
ii. Pass out a chord tuning worksheet to each student.
1. Explain directions to class, then send them on their way.
iii. Give students some time, then walk around. Check off chords as students
play them well in tune.
1. Give small leading questions
a. What do you think the problem is?
b. How do we fix it?
2. Address tuning of major chords (b3, #5) if needed
d. Discussion
i. What do you guys think? What did we learn about tuning today?
1. Have students talk about what was easy or hard about tuning in
small groups.
e. Assign Chord Tuning Activity Reflection
i. If extra time, let students begin work on Chord Tuning Activity Reflection
in class.

7. Summary:
a. Great job today, everybody! Make sure to turn in your reflections by the end of
the week!
Name: __________________________________ Date: _________________

Chord Tuning Activity

Look at the chords listed below. Using what we’ve learned about balance, blend, and pitch,
explore playing these chords with your group members. Try applying these concepts as a group
to get the chords as perfectly in tune as you can. Use the transposition chart below to help with
pitches.

C Instruments Bb Instruments Eb Instruments F Instruments

(Concert Pitch)
C D A G
B C# G# F#
Bb C G F
A B F# E
Ab Bb F Eb
G A E D
Gb Ab Eb Db
F G D C
E F# C# B
Eb F C Bb
D E B A
Db Eb Bb Ab

Concert C Major

Concert Bb Major

Concert F Major
Name: __________________________________ Date: _________________

Chord Tuning Activity Reflection

Think about the activities we did in class and write a 1-2 page reflection based on the questions
provided below.

1. How did you use balance, blend, and pitch in tuning chords with your groups?
2. Did you learn anything new during the tuning activity?
3. What did you find difficult about tuning chords in small groups?
4. What did you find easy about tuning chords in small groups?
5. How do you think this applies to our piece, Branden’s Rainbow?

Name: __________________________________ Date: _________________

Chord Tuning Activity Reflection

Think about the activities we did in class and write a 1-2 page reflection based on the questions
provided below.

1. How did you use balance, blend, and pitch in tuning chords with your groups?
2. Did you learn anything new during the tuning activity?
3. What did you find difficult about tuning chords in small groups?
4. What did you find easy about tuning chords in small groups?
5. How do you think this applies to our piece, Branden’s Rainbow?

Name: __________________________________ Date: _________________

Chord Tuning Activity Reflection

Think about the activities we did in class and write a 1-2 page reflection based on the questions
provided below.

1. How did you use balance, blend, and pitch in tuning chords with your groups?
 2. Did you learn anything new during the tuning activity?
3. What did you find difficult about tuning chords in small groups?
4. What did you find easy about tuning chords in small groups?
5. How do you think this applies to our piece, Branden’s Rainbow?

Knowledge Outcome
Students will analyze and describe the role and importance of dissonance and consonance in
music.

8. Time needed:
a. 50 minutes

9. Materials needed:
a. Powerpoint
b. Instruments
c. Piano
d. Branden’s Rainbow

10. Learning objectives:

a. Students will learn about how consonances and dissonances impact music.

11. Assessments:
a. Students will choose one project from the worksheet and present it to the class.

12. Personal objectives:

a. Increase students’ understanding of the piece, Branden’s Rainbow.

13. Procedures:
a. Opening activity
i. Have students play at the beginning of Branden’s Rainbow.
ii. Then, have students play at m. 108
b. Discussion
i. How are these two different parts of Branden’s Rainbow different?
1. How do they sound different?
2. What sort of things do those sounds make you think of?
a. i.e. feelings, actual things, ideas, etc.
ii. One thing we deal with a lot in Branden’s Rainbow is consonances and
dissonances.
1. Consonances are notes that sound beautiful together, intervals like
thirds, fifths, octaves...
a. Play examples on piano
2. Dissonances are notes that sound “crunchy” together, intervals
like whole/half steps (M/m second), fourths, sevenths…
a. Play examples on piano
3. Consonances and dissonances help to create different moods in
music.
 a. Discuss briefly.
c. Consonances v. Dissonances Activity
i. Have students come up in volunteer groups of two.
1. Have each of the two students play random notes.
2. Let the class vote on whether they think the notes were consonant
or dissonant.
d. Discussion
i. What do you guys think? What did we learn about consonances and
dissonances today?
1. Have students talk about what was easy or hard about telling the
difference between consonances and dissonances.
e. Assign Consonances v. Dissonances Project
i. If extra time, let students begin work on Consonances v. Dissonances
Project.

14. Summary:
a. Great job today, everybody! Make sure to turn in your projects by the due date!
Name: __________________________________ Date: _________________

Consonances v. Dissonances Project

Either individually or as a group, choose one of the options below.

1. Web page

Either alone or with a group, create a web page that describes how consonances and
dissonances have an impact in both our piece, Branden’s Rainbow. Provide and describe
at least one other example. Be prepared to share your findings with the class.

2. Presentation

Either alone or with a group, create a presentation that describes how consonances and
dissonances have an impact in our piece, Branden’s Rainbow. Provide and describe at
least one other example. Be prepared to share your findings with the class.

3. YouTube Video

Either alone or with a group, create and upload an unlisted video that describes how
consonances and dissonances have an impact in our piece, Branden’s Rainbow. Provide
and describe at least one other example. Be prepared to share your findings with the
class.

4. Poster

Either alone or with a group, create a poster that describes how consonances and
dissonances have an impact in our piece, Branden’s Rainbow. Provide and describe at
least one other example. Be prepared to share your findings with the class.

5. Composition

Either alone or with a group, create a short (16-bar minimum) composition that explores
consonant and dissonant harmonies. Write a short one paragraph (6-8 sentences)
reflection on how consonances and dissonances have an impact in both your composition
and our piece, Branden’s Rainbow. Be prepared to share your findings with the class.

6. Essay
Write a 2 that describes how consonances and dissonances have an impact in our piece,
Branden’s Rainbow. Provide and describe at least one other example. Be prepared to
share your findings with the class.