SKU: HL.49044074
ISBN 9790220134586. UPC: 841886021976. 9.0x12.0x0.075 inches.
Stimulated by my love of automata, this work for solo oboe takes its name from the invention of Wolfgang von Kempelen, who in the late eighteenth century constructed an extraordinary mechanical man powered by clockwork, dressed in a stylish Turkish costume and capable of playing chess. The chess player turned out to be a fraud but sparked many other thinkers and inventors to pondering what the possibilities of automation might be. In Hesketh's highly virtuosic work, the through-composed melody is subjected to a series of distortions by pulleys, cams, gears and cranks. There are also the onomatopoeic effects of winding up and whirring noises that add to the air of the mechanical.
SKU: LM.C04857
SKU: LM.24426
ISBN 9790230944267.
SKU: LM.P04512
SKU: BT.1382-06-400-S
ISBN 9789043125222. 9x12 inches. French.
Der Schatz an französischen Volksliedern ist endlos! Einfache Strophen, einfache Refrains, einfache Rhythmen - aus einfachen Zutaten ergeben sich unendlich viele Kombinationsmöglichkeiten. Diese 36 französischen Kinderlieder haben schon viele Generationen glücklich gemacht. Einige davon sind auch bei uns bekannt!Mit Klavierbegleitung auf CD. Des mots, quelques strophes, un refrain, une mélodie et un rythme simples. Si peu de choses, au fond, et pourtant, si diverses, toujours actuelles et jamais démodées ! Ainsi, les 36 chansons traditionnelles rassemblées dans ce recueil ont été chantées par plusieurs générations d’enfants. Que du bonheur ! (Avec compact disc et accompagnement de piano) Alcune parole, qualche strofa, un refrain, una melodia e un ritmo semplici. In fondo poche cose, ma sempre attuali. Le 36 canzoni tradizionali francesi proposte in questo libro sono state suonate da intere generazioni di bambini. Con CD e accompagnamento del piano.
SKU: RM.FAUR05262
ISBN 9790231052626.
SKU: LM.JJ11897
ISBN 9790230811897.
SKU: GI.G-M3OB
English.
For the teacher of instrumental music classes, individual differences among students are inevitable. Unfortunately, the lack of flexible materials frequently forces teachers to adopt a quasi-instructional procedure best described as lockstep, where all students in the class rehearse each exercise until the slow members of the class succeed or until the teacher gives up. The Individualized Instructor was designed with the expectation that students are different. With this method, high-, average-, and low-achieving students in a class are able to progress simultaneously at their own rate according to their interest and ability. In addition, the flexibility of the instructional format often allows twelve or more students to perform different musical material simultaneously, thereby eliminating the “follow the leader†approach to music learning. All study materials in the series are musical. Nonmusical exercises are excluded in favor of folk song literature, musical rounds, and musical ensembles. Furthermore, The Individualized Instructor encourages students to think about their music: to analyze unfamiliar material, generalize previously learned concepts and skills, and synthesize all elements into a musically proficient performance. In addition, this series develops many fundamentals (tonality, phrasing, tempo, and musical style) through the use of the singing voice. Singing best provides the “musical†experience that, subsequently, can be applied to the development of musically sensitive instrumental performance. Books 1, 2, and 3 and the supplementary books ensure that these fundamental ideas are carried well beyond the first year of instruction.
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