Composed in 1963 it wasn't until Frank Sinatra released his iconic version in 1966 that this familiar tune solidified its place in pop culture. In this medium slow version for younger players, John Berry spreads the melody around to all sections starting with the trombones on the first statement. With skillful scoring throughout, there is also a short solo for trumpet and a tutti ensemble shout to finish with.

Another film classic has produced some wonderful music for band - Randy Newman's musical touch gave this Disney film a delightful lighthearted feel. John Moss cleverly adapts some of the film's best moments with this medley forband that includes The Time of Your Life The Flik Machine and Bug's Life Suite.

This medley has been inspired by Peter Kleine Schaars’ previous experience that every concert should end with a selection of unbeatable melodies. With this in mind Peter Kleine Schaars has chosen some of his favourite pop songs and combined them to form this lively medley. Hits include That’s the Way I Like It Boogie Down One Day I’ll Fly Away Fantasy and Street Life. A fantastic way to bring any concert to a close.

Avec son style charismatique et son interprétation étincelante Frank Sinatra apposera un cachet unique sur l?ensemble de ses prestations. Ce medley spécialement réalisé pour orchestre d?harmonie par Stephen Bulla est un excellent condensé des plus grands succès du crooner : Come Fly with Me Fly Me to the Moon (In Other Words) That?s Life et Witchcraft.

A work for Soprano Woodwind 2 Horns and Strings.Duration: circa 15 minutesProgramme Note: 'This work was commissioned as a possible companion piece to Mozart?s Exsultate Jubilate and the decision was quickly made to write something as a complete contrast. The poems chosen one anonymous from the early 16th century the other two by the famous Scottish poet William Dunbar [1460? 1513?] describe the promise of salvation after life?s dark passage. Each of the three poems echo this thought: ?In celum ther is joy with Thee? ?A short torment for infinite gladness? and ?Since erdly joy abides never Work for the joy thatlastès ever?. Thus in each poem the poet can overcome the fear of his inevitable death with the certainty of salvation: this work also has its ?dark? moments but the overall mood is one of calmness and peace. As with the words there are several musical motives that link the three songs. The musical motive for the refrain ?Terribilis mors conturbat me? in the first macaronic poem [also a salute to Mozart since the Exsultate is in Latin] returns a little higher and more despairingly in each verse until the last verse where it is played a whole octave higher. This motive reappears [played mostly by the oboes] in the last song but now the pitch of each repeat goes in reverse that is from high to low. The famous motive of the Gregorian chant Dies Irae [representing death] is used to accompany the prayer of the second song. A musical motive for the joy of Paradise appears in the second song ?A free choice given to Paradise or Hell?. There is also a ubiquitous 3-note chordal cluster which is used to illustrate the words: sometimes as a colour and

Par FELDMANN WALTER. Commissioned by the Ensemble Intercontemporain In 1989 I first discovered the writings of Anne-Marie Albiach. H II linéaires especially impressed me, on the one hand through the sensual presence of the words, and on the other hand, above all, through the spatial disposition of the typography. This is a form of writing which has nothing to do with all that has existed before it. This impression was the starting point for a creative work which has since become a kind of a project to which I will dedicate myself throughout my life. Since that time of my first discovery (in which hundreds of pages of sketches and a published excerpt of a score of a syntagma have been composed, namely « monstrueuse vécut dans le cadre » la mémoire) I have attempted to develop a new musical system that encompasses all the parameters of composition. All of these works which I have composed are independent from this enormous project, but at the same time they form the experimental laboratory for the all-encompassing musical system towards which I am working and developing: a new system of determining pitches, metre, dynamics, musical diction, manner of performance, etc. With « monstrueuse vécut dans le cadre » la mémoire it appears that the research for this project has been concluded. After the two large cycles « Les Géorgiques » on texts from Claude Simon and « Tristram Shandy » from Laurence Sterne, both employing techniques from my work with Albiach’s texts, I could finally compose this work, which was originally conceived for voice and 6 instrumental groups – the system was mastered, so to speak. Anne-Marie Albiach’s establishes the genetic code for the piece, without the words having to be spoken. . Her text is, in the true sense of the word, measured from one syntagma (syntactical element), from one void (space) to another, and this results in temporal structures of ensemble texture. This is opposed to another texture, which is the temporal measurement of a recitation of the text by the author: her voice, using the range of her/ Répertoire / Alto Solo, Grand Ensemble en 6 groupes: 1) Contreb

Major - Bordun. 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

Pentatonig. 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. Welsh Edition This volume closely follows the English Volume 1, substituting Welsh for English wherever words are used in speech or song. It should be used in conjunction with the English version, since only the sung and spoken parts are provided./ Répertoire / Voix, Flûte à Bec et Percussion

Gluck Complete Edition V/2. Par GLUCK CHRISTOPH WILLIBALD. While Christoph Willibald Gluck dedicated his artistic life almost entirely to the composition of works for the opera stage, he also produced a number of instrumental works which have been somewhat marginalized until recently. This volume of the 'Gluck Complete Edition” (GGA) is the first to present 17 symphonies attributed to Gluck in a historical-critical edition - furthermore, the volume includes a new version of one of the trio sonatas published in 1961 as part of the GGA. Current research indicates that no reliable information about the genesis of the respective works exists for any of the symphonies attributed to Gluck. This is due to a lack of both autograph sources and reliable data pertaining to the history and first performances of these works. It is assumed that some of the existing symphonies might in fact be the lost overtures of Gluck's earlier operas. Others were possibly written to be performed in private or public concerts. The greatest challenge for the editors of this volume was posed by the question of authenticity and authorship of the works presented here. As no autographs exist for any of the symphonies bearing Gluck's name, the only indicators of authorship are attributions in the copies of score and parts, either original or added at a later time. The reliability of these attributions for individual works largely depends on the respective state of source material, meaning available sources as well as the condition of the respective copy. A thorough authenticity analysis concluded Gluck's authorship as valid in the case of 13 symphonies, while in the case of four other symphonies, diverging attributions lead to the acceptance of open authorship. As a result, this volume includes all compositions for which, according to the most current research, Gluck's authorship has not been refuted. In the case of two symphonies, one concerto for flute, and six trio sonatas published in 1961 as part of the GGA, Gluck's authorship has been disproven - detailed explanations are included in the volume's Foreword (Ger). The Foreword also discusses the individual instrumental works attributed to Gluck by various encyclopedias. In addition to the detailed Foreword, the volume includes facsimiles of representative source excerpts. The Critical Commentary (Ger) analyzes the state of sources and includes extensive information on editorial principles and performance practice./ Répertoire / Orchestre

Quelle est cette odeur agreable-‘Whence is that Goodly Fragrance Flowing?’ is the first line of an old French Christmas song that originated in the 17th century. In 1728 John Gay used this joyous and markedly festive melody that honours Jesus Christ and His miraculous birth in his Beggar’s Opera. Philip Sparke has given this melody a new lease of life with his charming and imaginative arrangement for the Christmas season.

Quelle est cette odeur agreable-‘Whence is that Goodly Fragrance Flowing?’ is the first line of an old French Christmas song that originated in the 17th century. In 1728 John Gay used this joyous and markedly festive melody that honours Jesus Christ and His miraculous birth in his Beggar’s Opera. Philip Sparke has given this melody a new lease of life with his charming and imaginative arrangement for the Christmas season.

Quelle est cette odeur agreable-‘Whence is that Goodly Fragrance Flowing?’ is the first line of an old French Christmas song that originated in the 17th century. In 1728 John Gay used this joyous and markedly festive melody that honours Jesus Christ and His miraculous birth in his Beggar’s Opera. Philip Sparke has given this melody a new lease of life with his charming and imaginative arrangement for the Christmas season.

Par PART ARVO. Chad Smith, Artistic Director of the Los Angeles Philharmonic, has long nurtured the desire to commission a new work by Arvo Pärt. When the Los Angeles Philharmonic submitted this idea to Arvo Pärt in February 2007, the suggestion came at precisely the right moment. Pärt was working at that time with an ancient canon in Church Slavonic containing a prayer to a guardian angel - the connection to 'Los Angeles' was irresistible. Pärt was further inspired to take the commission by the idea of seeing this work performed by the Los Angeles Philharmonic, one of the best orchestras in the world, under its music director Esa-Pekka Salonen, and in the Walt Disney Concert Hall, one of the most exciting concert buildings of our time. The Canberra International Music Festival / Ars Musica Australis and the Sydney Conservatorium of Music joined the project as co-commissioners, thanks to the committed work of director Chris Latham. It may come as a surprise that it has taken so long (37 years) for Pärt to produce his fourth symphony. Symphony No. 3 emerged in 1971, in a time of transition before Pärt had fully developed the 'Tintinnabuli style' which he still employs today. Since developing this style, Pärt has not written any orchestral works which could be called 'symphonic' in scope or structure. With Symphony No. 4, which he calls 'Los Angeles', he creates a reference to this essential phase in his compositional life. Symphony No. 4 incorporates Pärt's 'These Words…' for string orchestra, which was premiered in May 2008 in Copenhagen. As was previously seen in some of Pärt's early instrumental works, all parameters of the text (number of syllables, inflection, punctuation etc) play a decisive role in the structure of the composition. Arvo Pärt has dedicated Symphony No. 4 'Los Angeles' to Mikhail Khodorkovsky./ Répertoire / Orchestre à Cordes, Harpe, Timbales et Percussion