My father succumbed to lung cancer in 2007. Setting this poem helped me
through the grieving process. Bill Merideth was not a musician by trade, but did
enjoy playing the guitar every now and again. The accompaniment found in the
opening section represents some of the chords that he would strum in his recliner
after a hard week of work.
As the piece progresses, the accompaniment becomes more complex representing
the extensive chemotherapy that may have extended my father's life, but certainly
changed him. Finally, as the text brings us closer to death in the final stanza, the
accompaniment is now absent, representing my father's last days in hospice where
he could no longer care for himself.
I certainly believe in the healing power of music and hope that this setting brings
comfort and peace to you as it continues to do so for me.

Please feel free to share your experiences with this piece at tylermerideth.com.

Tyler

ISBN 9781619119345.

This method book is designed to help intermediate to advanced jazz students incorporate classic jazz vocabulary into their original improvisations. Using a series of standard and modern chord progressions, guitarist Davy Mooney provides several short passages that are meant to be played exactly as written within an otherwise improvised solo; students are expected to adapt this written material to their own purposes by improvising into and out of it.In an effort to overcome the disconnect between developing a unique sound and learning the language of past jazz masters, the author eloquently analyzes several phrases and chord changes and comments on various aspects of improvisation, referencing the styles and specific recordings of many outstanding jazz artists. This is the method that Mooney used as a student to personalize his own jazz vocabulary and learn to express himself within the context of the jazz tradition.Mooney proves he has both the vocabulary and the chops to deliver generously repeated guitar/bass/drums backup tracks for student use; he then demonstrates the method by providing transcriptions of his own improvisations, incorporating the same phrases and chord progressions required of the student. The firm message conveyed by this book is that, ayou can do it too.aWritten in standard notation only. Includes access to online audio.

The present volume of 12 Motet Intabulations complements the 3 volumes .already published .with organ music by Heinrich Scheidemann (around 1595-1663), so that the complete organ oeuvre of the organist from Hamburg is now available in a modern editorial standard. From 1611-1614 Scheidemann studied with Jan Pieterszoon Sweelinck in Amsterdam and from 1629 worked as an organist at St. Catherine's in Hamburg for about three and a half decades. He amalgamated the style of his teacher with North German tradition and is thus regarded as co-founder of the North German Organ School. For a long time, the skill to transfer vocal compositions into finger notation had been one of the main demands on a competently trained organist. At the beginning of the 17th century, however, the rather technical 'intabulation practice' faded into the background in favour of innovative forms of arrangement of the sacred cantus firmi. To Scheidemann belongs the credit for helping the genre tradition, which had unmistakably been in decline, to experience a late revival with his Motet Intabulations and for virtually erecting a glorious monument of excellent artistic quality to this type of composition &ndash. an important document in the history of organ music, and an interesting addition to the organ repertoire.

Composing soulful and expressive choral music has been the trademark of Alwin Michael Schronen for many years. .A hauntingly beautiful testimony to that is his arrangement of Sally Gardens for three-part choir (SAB) and piano. This traditional Irish folk song is based on one of the first love poems by William Butler Yeats. Its melody is characterized by simplicity and catchiness which are maintained by Schronen in a clean and natural manner in an easy-to-play choral setting for one male and two female voices singing in unison over long passages and are only seldom .devided into .three voices. The warm sounds of the easily playable piano accompaniment emphasize the melancholy and touching air of this wonderful Irish folk tune. A catchy tune - guaranteed!

My idea of developing music from Richard of Gloucester's monologue 'Now is the winter of our discontent', and of generating more music from that material, was conceived during the 1960s. Ten years later it took a more concrete form, when Julian Bream suggested to me that I should write a substanial new guitar work for him. More time went by, and only having finished 'We Come to the River' could I begin to realise our plan. Then began a collaboration with the instrumentalist that went through various phases, from which I gained a more profound knowledge of the technicalities and of the sound-world of the guitar. I would even go so far as to say that this collaboration gave me a new concept of how to write for an instrument with a rich tradition. The guitar is a 'knowing' or 'knowledgeable' instrument, with many limitations but also many unexplored spaces and depths within these limits. It possesses a richness of sound capable of embracing everything one might find in a gigantic contemporary orchestra. but one has to start from silence in order to notice this: one has to pause, and completely exclude noise.
The dramatis personae of this piece enter through the sound of the guitar as if it were curtain. Through masks, voices and gestures, they speak to us of great passion, of tenderness, sadness and comedy: strange events in people's lives. Into this, the whispering voices of spirits are mingled. The epilogue is spoken by Oberon, pacified and reconciled, as though Nature had been subjected to Man.
- Hans Werner Henze.

?The Twentieth CenturyFox Trademark? fanfare was written in 1933 by Alfred Newman, who was the headof Fox's music department (1940 to 1960). By the 1970s, the fanfare (as well asthe Twentieth Century Fox logo) had been phased out of their films. However,George Lucas liked it so much that he insisted it be used for his Star Warsfilms, making the logo and fanfare a staple of the cinematic experience.

John Williams hassaid that Star Wars?s Main Title music was meant to be an extension of thisfanfare, writing it in the same key as Newman?s fanfare and becoming part andparcel of the scores to Star Wars (with Sony including it on each of the soundtracks).

Thisarrangement includes an optional drum kit part. It is a greatnumber to open any concert. Here is a recording of the original fanfare fromYouTube: https://www.youtube.com/watch?v=QoWp1jluo6c.



Othersearchable terms: 20th Century Fox, 20th Century Fanfare,20th Century Fox Fanfare, 20th Century Fox Trademark, 20thCentury Fox Trademark Fanfare, 20 Century Fox

?The Twentieth CenturyFox Trademark? fanfare was written in 1933 by Alfred Newman, who was the headof Fox's music department (1940 to 1960). By the 1970s, the fanfare (as well asthe Twentieth Century Fox logo) had been phased out of their films. However,George Lucas liked it so much that he insisted it be used for his Star Warsfilms, making the logo and fanfare a staple of the cinematic experience.

John Williams hassaid that Star Wars?s Main Title music was meant to be an extension of thisfanfare, writing it in the same key as Newman?s fanfare and becoming part andparcel of the scores to Star Wars (with Sony including it on each of the soundtracks).

This arrangement is for the UK-style brass band, with alternative parts for horns in F and bass-clef lower brass, and is a great number to open any concert. Here is a recording of the original fanfare from YouTube: https://www.youtube.com/watch?v=QoWp1jluo6c.

Other searchable terms: 20th Century Fox, 20thCentury Fanfare, 20th Century Fox Fanfare, 20th CenturyFox Trademark, 20th Century Fox Trademark Fanfare, 20 Century Fox

?The Twentieth CenturyFox Trademark? fanfare was written in 1933 by Alfred Newman, who was the headof Fox's music department (1940 to 1960). By the 1970s, the fanfare (as well asthe Twentieth Century Fox logo) had been phased out of their films. However,George Lucas liked it so much that he insisted it be used for his Star Warsfilms, making the logo and fanfare a staple of the cinematic experience.

John Williams hassaid that Star Wars?s Main Title music was meant to be an extension of thisfanfare, writing it in the same key as Newman?s fanfare and becoming part andparcel of the scores to Star Wars (with Sony including it on each of the soundtracks).

Thisarrangement includes an optional drum kit part. It is a great number to open any concert. Here isa recording of the original fanfare from YouTube: https://www.youtube.com/watch?v=QoWp1jluo6c.

Other searchable terms: 20th CenturyFox, 20th Century Fanfare, 20th Century Fox Fanfare, 20thCentury Fox Trademark, 20th Century Fox Trademark Fanfare, 20Century Fox

This pack contains over 900 pages of music for mixed ability ensembles. There are 4 original pieces and 5 Christmas pieces, as follows:


The Mixed Abilities School Ensemble Series

Children (and adults) who learn a musical instrument will always progress at different rates.Students also develop some of the many skills involved in instrumental playing faster than other skills.

The Mixed Abilities School Ensemble Series has the flexibility to allow pupils of different standards to play together in one ensemble (up to five parts). It also encourages students to develop improvisation skills by providing soloing opportunities within all parts, with suggested pitches for improvising.

Each piece has five different parts which are split into four ability levels as follows:

A ? Range of about 5 notes, easy rhythms. B ? Range of about 1 octave, basic rhythms. C ? Range of about a 12th, some more difficult rhythms. D ? Range of about 2 octaves, some rhythmic complexity.

This enables the teacher to select parts which are suitable for the standard of individual players in the group. As a general rule, the pieces have been composed as follows:

Part 1 ? melody / countermelody (alternates with Part 2)

Part 2 ? melody / countermelody (alternates with Part 1)

Part 3 ? accompaniment (synchronises with Part 4)

Part 4 ?accompaniment (synchronises with Part 3)

Part 5 ? bass line (independent)

Each part also comes in a wide array of transpositions, clefs and pitches. Hence, almost any combination of instruments can play together in an ensemble of mixed abilities,including:

Flutes, clarinets, saxophones, mixed woodwind, trumpets, mixed brass (including brass band), violins, strings, keyboards/pianos, tuned percussion.

An ensemble using any combination of instruments (as is often found within schools) will work effectively as well.

Example: A quintet might be selected as follows:

1A (violin), 2C(trumpet), 3B (clarinet), 4B (tenor sax), 5D (trombone)

The melody in 1A would be very simple but would contrast nicely when passed to the more difficult 2C. Parts 3B and 4B will have quite a simple accompaniment between them, whilst the bass line on 5D will be more complex and rhythmically interesting. Parts can obviously be doubled up as well beyond five players.

Please note that the teacher of the ensemble should be careful to pick parts which are well-suited to the players? abilities.

This pack includes all four pieces in the series (volumes 1 and 2) as follows:

BANANA BLUES is a 12-bar Blues piece

CRAZY LATIN! has additional parts for Latin percussion commonly found in the classroom

IT'S TIME FOR REGGAE! is a reggae piece

FEEL THE FUNK brings funky, James Brown-esque rhythms into the classroom.

Please listen to the mp3 file, which is an electronic example of a typical classroom setup.

Score and all parts are included here in a variety of pitches, clefs and transpositions. It is the complete package with over 680 pages of music, representing a massive saving on individual purchase prices.



5 Christmas pieces:

Each piece is arranged into 13 different parts which cater for the large majority of musicians within school. These include:

* a variety of difficulties in C, B flat, E flat, higher octave for flutes and alto clef for violas

* easy and standard bass parts in treble and bass clefs, and also in B flat and E flat for saxophones or brass band players

* very easy violin and viola parts on open strings only

* easy and standard piano parts

* ukulele part in tab, chord patterns and chord letters

* guitar part in tab, chord patterns and chord letters

* general chord plan in chord letters

Teachers / band leaders can select the parts which are most appropriate for their students. The music is intended to be repeated a number of times, with different parts coming in and out for each repeat to create variety.

Printing and Copying

The purchaser may print or copy all pages of this resource as required in order to facilitate a performance, but must not distribute to others.

** Also check out my Scales and Arpeggios Pack - excellent methods for learning scales and arpeggios at all levels (copy and paste into new tab) https://tinyurl.com/y8wl3qnq **