Par BEATLES THE. In over one thousand pages, the complete music and lyrics, in full 'rock score' transcriptions, of all the 203 songs they wrote and recorded as The Beatles, plus nine by others which they covered on their early albums. All transcribed with separate staves for vocals, each guitar (in tab and standard notation) and all other instruments...the essential Beatles collection. / Niveau : Intermédiaire / Rép International / Recueil / Conducteur

Eight great flexible arrangements in two parts for E Flat Instruments including Alto and Baritone Saxophone with specially recorded arrangements. The CD includes full backing tracks professionally arranged and recorded. The Book contains carefully selected and editied E Flat arrangements for two parts in score format. Compatible with other editions in the series.

Par GRIEG EDVARD. The piano concerto in a minor stands out in Edvard Grieg’s oeuvre. Besides this famous concerto, he composed only a few other large orchestral works. Because of its popularity even in Grieg’s lifetime, it was often performed, not least by the composer himself. So it is not surprising that Grieg made many changes to the score up to 1907. But at the same time, the concerto’s size, form and substance remained completely unaltered. Interventions in the piano part basically involved subtleties of nuance, and only a very few places in the music text were altered. The situation was different with the orchestration. Here Grieg was keen to experiment and kept filing away at the orchestra sound right up to the last. Melodies were moved to other instruments, accompanying string chords were reconstructed, and above all the list of scored instruments was changed. The main source of the Urtext edition by Ernst-Günter Heinemann is the new edition of the score originally published in 1907 by C. F. Peters, thus several years after the first edition of 1872. Taken into account in the present edition are the changes that Grieg made up to the time of his death. / Date parution : 2022-07-20/ Répertoire / Orchestre et Piano

Work for Chamber Ensemble dating from 1989.The composer writes: The Title SHADOWLAND refers on the one hand to a blurred ‘Landscape’ of shadows where small shadows are formed behind other shadows and where the outlines are constantly disintegrating. On the other hand the title refers to the fanciful and unreal landscapes I felt in the music while I was writing it. SHADOWLAND has four movements with proportions 4-7-4-3. These proportions can be found on various levels from the smallest cell to the largest form. The first movement is divided into four parts which have exactly the same proportions as the whole pjece and behind the fastrunning melodies and trills thatdominate the whole movement one can hear in the second third and fourth parts anticipations of the second third and fourth movements respectively. The second movement begins at the edge of silence with almost unperceptible glissandi and indistinct chorales. Gradually the hushed landscape is drowned out by sudden expressive melodic outbursts and ends with violent dance rhythms. The third movement is built up of clouds of staccato tones and is a further development of the pointillistic ideas from CLAIROBSCUR. In th last movement the horn plays a long soloistic melody line which the other instruments imitate and echo. These echoes swamp the horn line from time to time. SHADOWLAND was commissioned by and dedicated to The London Sinfonietta.

Into the faded air was commissioned by Britten Sinfonia for first performance at Filharmonic Hall Krakow Poland on Sunday 13th January 2008 with Jacqueline Shave (Violin) Miranda Dale (Violin) Clare Finnimore(Viola) Catherine Musker (Viola) Caroline Dearnley (Cello) and Banjamin Chappell (Cello).Scoring: String Sextet (2 Violins 2 Violas and 2 Cellos)Duration: 10 minutes Composer'sNotes 'Into The Faded Air is cast in four movements although the last three movements are played without a break.In the first movement the sextet is divided into twogroups. The first group consisting of violin viola and cello plays a sustained melody while the second group (also violin viola and cello) contributes more jagged and intricate material. The second movement is an extended duetfor two violas accompanied by the other instruments. As the movement progresses the accompanying instruments become more prominent. The third movement is the only fast movement in the piece with rapid semiquavers and much useof pizzicato throughout. This leads into a serene chorale where the three upper instruments (two violins and first viola) are set against the second viola and two cellos.' - HelenGrime

Par DIGBY ANDREW. the same material is repeated in constantly varying configurations: no two bars have simultaneously the same number of instruments, direction of and number of discontinuities in the glissandi, number of crossings through the octave or unison between instruments. this last is the most important characteristic of the piece. many such crossing points are also punctuated by other instruments but with only, at best, approximate precision: simultaneity, pitch, dynamic, timbre and articulation are alle deviant to varying degrees. asidled. the context itself is fluctuating, only indirectly objective, everything relative. [Andrew Digby]/ Répertoire / Saxophone Alto, 2 Trombones, Tuba, Violon, Alto et

Nico Muhly's Step Team for 9 players. Full score.'Stepping is a form of almost militaristic dancing involving the entire body as well as the voice. The routines are highly choreographed and precise but maintain an expressive freedom that comes out of the energy required to pull off the moves. In writing this piece for the Chicago Symphony MusicNOW I wanted to avoid too much delicate pointillistic writing and instead focused on making the nine players function as one team with a singular rhythmic agenda. Whenever the Chicago Symphony comes to New York I am always impressed with the massive steakhouse-style proportions of the brasssound so this score features the Bass Trombone as a guide for the harmonic and lyrical material.At a certain point in the piece the rhythmic unisons begin to break down and individual players or groups of players start slowing down or speeding up against the pulse. The Bass Trombone works as a unifying element here announcing the changes between sections. Some scattered pulses ensue and the brass section continuously shepherds the other instruments back into line. Step Team ends with a duet between the Bass Trombone and the Piano with a series of ornaments from the other players.' - Nico MuhlyInstrumentation: Flute Bassoon Horn in F Tenor Trombone Bass Trombone Piano Violin Viola Cello

Minor: Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

The drum rudiments are the language of drummers. They are to us what scales and chords are to the other instruments. Understanding the rudiments allows the drummer to communicate with other drummers and also have the ability tointerpret terminology and rhythms that are so often seen in music and music publications. This book is designed for drummers of all levels who would like knowledge of the snare drum rudiments but haven’t had the advantage ofstudying them formally. It is a quick simple approach that can be learned by any drummer who can do single strokes and double strokes [strokes using the stick rebound]. While this method is not meant to be a substitute for thetraditional way of learning the drum rudiments which I totally recommend one of the advantages of it is that it is a fast easy alternate method that will give an understanding of the how the rudiments are played and shouldsound. If nothing else this book will improve the drummer’s overall technique and playing. After studying the approach described it will be an easy transition to take the study of the rudiments further learning to play themin the traditional way and apply them to the drumset.

A Selection from Ghana. Orff-Schulwerk has been translated and adapted for use in many countries and there are editions in numerous languages, with a comprehensive range of supplementary material. Those teachers using the various English editions will find here a rich and exciting source of traditional folk songs, dance melodies and original material from other countries, which will enlarge and enrich the activites and experiences of their pupils. Discover the Orff-Schulwerk in the African tradition, a selection from Ghana by W. K. Amoaku. Based entirely on African material./ Recueil / Voix et Orff-Instruments

Ten popular Portugese songs. Orff-Schulwerk has been translated and adapted for use in many countries and there are editions in numerous languages, with a comprehensive range of supplementary material. Those teachers using the various English editions will find here a rich and exciting source of traditional folk songs, dance melodies and original material from other countries, which will enlarge and enrich the activities and experiences of their pupils. Ten popular Portuguese songs./ Recueil / Voix et Orff-Instruments

‘Mixed Bag’ stands midway between a collection and a hotchpotch. It is a colourful compilation of four completely different pieces each with its own specific character. The first part is called ‘Tanguillo’ : as its name suggests this Spanish dance is related to the Tango. In the next part ‘Maybe next time ....’ a repeated bass line (Passacaglia) can be heard first solo but thereafter gradually the other instruments join in. The third part forms a huge contrast – did the former part have a Baroque atmosphere ‘Rock Hard’ seems to have come directly from the Rock ‘n Roll era reminding us of stars such as Bill Haley and Elvis Presley. The finale is acheerful inciting movement called ‘Gypsy Dance’.

Leonard Cohen's classic hit Hallelujah is now available in the popular Kaleidoscope series. This flexible and creative arrangement by Paul Honey can be played by almost any group of players. Each piece in theKaleidoscope series can even be played by one melody instrument and keyboard: all other instruments are optional making this a perfect resource for any school.

Run the much-covered hit by Snow Patrol is now available in the Kaleidoscope series. This flexible and creative arrangement by Paul Honey can be played by almost any group of players. Each piece in theKaleidoscope series can even be played by one melody instrument and keyboard: all other instruments are optional making this a perfect resource for any school.