Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Timpani, Tom-tom, Trombone and more. - Grade 1.5

SKU: CF.FPS155F

Composed by Larry Clark. First Plus Band (FPS). Full score. With Standard notation. 16 pages. Carl Fischer Music #FPS155F. Published by Carl Fischer Music (CF.FPS155F).

ISBN 9781491152836. UPC: 680160910335.

Quest for the Throne evokes images of kings and castles, knights and horses, and dragons in all their glory. It is a bold and aggressive piece throughout, but includes a contrasting, lush secondary theme for variety. In his typical style, Clark has used forceful figures, and strong melodic content to give students music they'll want to practice and play again and again.
This piece should depict images of kings and castles, knight and horses, dragons and damsels in distress. It should be bold and aggressive throughout, but never with bad tone. This is then contrasted by the lush second theme that is presented first in a softer thin orchestration, but later becomes a change for the whole ensemble to play in a strong, but lush presentation of this theme.One thing that is important to me when writing music for younger students is to offer pieces that challenge all students in the ensemble and give every section an important part of the musical presentation, which naturally should include some melodic material. Every member of the ensemble wants to feel that they are contributing to the collective whole.It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.—Larry ClarkLakeland, FL 2018.

Band Bass Clarinet, Bass Drum, Bassoon, Bell Tree, Bells, Clarinet 1, Clarinet 2, Crash Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Tam-tam, Timpani and more. - Grade 2

SKU: CF.YPS208F

Shlof, Mayn Kind. Composed by Larry Clark. Young Band (YPS). Full score. With Standard notation. 12 pages. Carl Fischer Music #YPS208F. Published by Carl Fischer Music (CF.YPS208F).

ISBN 9781491152966. UPC: 680160910465.

A stunning and heart-wrenching composition based on the Jewish folk son Shlof, Mayn Kind. You can hear the emotional content pour out of this piece written in memory of an outstanding orchestra director. The piece beginnings with original material to set the tone, followed by a clarinet solo on the song. It then develops through a variety of different harmonic presentation before building to a nice key change and climatic moment. The piece ends as it began, but with a more hopeful tone. An amazing piece.
Sleep, My Child was commissioned by the Madison Middle School Band and Orchestra in Tampa, Florida, and is dedicated to the memory of their Director of Orchestras Kevin Frye. Director of Bands Chris Shultz championed the commissioning of this piece to honor Kevin after he passed away in December 2016. Mr. Frye was a beloved member of the staff at Madison Middle as well as the music community of Tampa and the state of Florida. I was a personal friend of Kevin’s. We were in several musical groups together when we were young that were formative to both of our musical careers. I also guest conducted his Madison Middle School Orchestra several times over the past four years. His musicianship, teaching skills and love for his students were exemplary.When taking on the challenge of writing a piece to honor Kevin’s legacy, Mr. Shultz and I decided to try and include several important aspects of Kevin’s life into the piece. Kevin was proudly Jewish, a fantastic trumpet player and loved Jazz. With that in mind, and after a lot of research, a Jewish folk song Shlof, Mayn Kind was selected as the basis for the piece, not to be religious, but to honor his faith and heritage. Plus it is a beautiful song, and I felt the title reflected the sentiment I was looking to express, which is of someone taking rest after a long battle with illness. Thus, a lullaby seemed appropriate.I also wanted to incorporate Jazz into the piece, but in a concert setting, so you will hear as the piece develops, the harmonies of the folk song expand into ones found more commonly in Jazz compositions. Not in a far out way, but in a subtle way to again honor this part of his life. For example the climactic moment of the piece at the fermata in m. 57 is a Dbmaj9#11 chord. It appropriately give the piece the angst that I was looking for at this moment in the piece, while honoring the importance of Jazz in Kevin’s musical life.The piece was also conceived to include both the Madison band and orchestra in the performance at the premiere. I wanted the pieces to work separately by the band and separately by the orchestra, but I also wanted them to be able to play the piece together to honor Kevin.The piece begins with original material designed to set the mood of the piece with a tempo/style marking of pensive, but also as material that I used as connective musical tissue between statements of the folk song.  After this introduction, the folk song is presented by a solo violin (or clarinet) with orchestral accompaniment in a simple straight forward presentation of the song. This is followed by a woodwind section statement of the folk song accompanied by muted trumpets. During this presentation the harmony starts to expand with more color notes in the chords. The low brass are added half way through this statement to add depth and lushness.The introductory material returns, but with some angry hits in the lower voices. This leads to a full ensemble state of new material that is used to transition to the climax of the piece, and to build tension. After the build, the piece modulates to a shortened statement of the folk song with more advanced harmonies and an active counter line in the violas, horns, saxes and first clarinets to further build the tension.  This tension is released at the fermata in m. 57, as mentioned above. After a thoughtful pause, the piece concludes with a completion of the folk song again with a solo violin (or clarinet) followed by a return of the introductory material to tie the piece together. The piece ends hopeful, with a solo trumpet (Kevin’s instrument) that is dissonant at first, but then resolves as if to say - everything will be OK! It has been my distinct honor to have been asked to write this piece in Kevin’s memory! I hope that in some small way the piece helps to bring comfort to his family, students, colleagues and to all those that knew him!–Larry ClarkLakeland, FL  2017.

By Frank Ticheli. Concert band. Suitable for the most advanced high school bands, community, college, university, and professional bands. Level: Grade 6. Conductor Full Score. Duration 21:00. Published by Manhattan Beach Music.

Band Bass Clarinet, Bass Drum, Bassoon, Clarinet 1, Clarinet 2, Clarinet 3, Cymbals, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn 1, Horn 2, Horn 3, Horn 4, Oboe, Percussion 1, Percussion 2, Piccolo, Snare Drum, Timpani, Triangle, Trombone 1 and more. - Grade 5

SKU: CF.SPS78F

Composed by Victor Herbert. Symphonic Band (SPS). Full score. With Standard notation. 40 pages. Carl Fischer Music #SPS78F. Published by Carl Fischer Music (CF.SPS78F).

ISBN 9781491153239. UPC: 680160910731.

Festival March is presented in a new edition arranged by Richard Summers. It is a tour de force composition for advanced bands and hearkens back to a bygone era during the golden age of the band movement. Directors and students will hear operatic music from composer Victor Herbert who is best known for his Christmas classic, Toyland. This is a richly scored masterpiece that deserves to return to standard status in concert band repertoire. We are proud to bring you this new setting of this cherished classic.
About the CompositionFestival March by Victor Herbert was written for the Pittsburgh Symphony and first performed under Herbert’s direction in Chicago on Dec. 9, 1901 celebrating the 12th anniversary of Chicago’s Auditorium Theatre. Also known as the Auditorium Festival March, he included it many times for programs of a festival nature. The main theme Auld Lang Syne, a famous Scottish folk song, is incorporated many times along with brass fanfares, interludes and march melodies. This band arrangement is very similar to the original orchestral composition. The missing string parts, the addition of the saxophone section and other band instruments, editing of the superimposed triplets against sixteenth notes, to one or the other, and articulations suitable for the band, were major challenges. The style of early twentieth-century American music is captured here. This arrangement will give band musicians access to a fine piece of music that could only be appreciated by orchestra musicians up to now. Although suitable for many occasions, this piece is a great way to begin or end a December holiday concert.  Notes to the ConductorVictor Herbert’s music can be interpreted in a romantic style, which is the conductor’s responsibility to read in nuance and musicality. The beginning and other triple-tonguing sections of this piece have a March of the Toys quality to it.  The interludes and Auld Lang Syne sections are legato and musical. The March sections can also be shaped musically.About the ComposerVictor Herbert was born in Ireland in 1861 and raised in Germany. When he moved to America in 1886, he joined the Metropolitan Opera as principal cellist and eventually composed many works including forty-three operettas on Broadway from the 1890s to World War I, including Naughty Marietta and Babes in Toyland. Victor Herbert conducted the Pittsburgh Symphony from 1898 to 1904 and then was the conductor of his own Victor Herbert Orchestra. He formed ASCAP with a group of composers in 1914 and was the director until his death in 1924. Among his thirty-one compositions for orchestra, Festival March was a favorite of his and was eventually published by Carl Fischer Music.  .

Band Bass Clarinet, Bass Drum, Bassoon, China Cymbal, Clarinet 1, Clarinet 2, Crash Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Tambourine, Timpani and more. - Grade 2

SKU: CF.YPS204

Long Live the King. Composed by Tyler Arcari. Young Band (YPS). Set of Score and Parts. With Standard notation. 8+2+4+4+2+2+5+2+2+4+4+4+6+3+3+1+1+4+16+2+4 pages. Duration 2 minutes, 24 seconds. Carl Fischer Music #YPS204. Published by Carl Fischer Music (CF.YPS204).

ISBN 9781491152249. UPC: 680160909742. Key: D minor.

Avalon–Long Live the King is a medieval fantasy piece depicting the Isle of Avalon where the mystical sword Excalibur of King Arthur was forged. Composer Tyler Arcari unearths a solid piece for young bands that is both bold and dramatic. This piece is sure to spark the imagination of students and give them strong musical content with which they can develop their musicianship.
Program Notes:Avalon–Long live the King began its journey as a commission in honor of a dear friend and mentor. David Riggs is one of those band directors that just seems timeless. He is a powerhouse with such a stacked resume that it is easy to forget that at the end of the day he enjoys taking long bike rides with his lovely wife and whittling a piece of wood just as much as being a band director. He has touched so many lives and inspired so many people in our field and beyond. I was humbled, and honored, when I was contacted for the commission. To David, I hope that you one day know how much you mean to so many people, including myself.About the piece:The piece is written with a little homage to David’s long tenure at Avalon Middle school in Pace, Florida. He was certainly treated like a king as the band director and rightly so. It seemed only fitting to add a little medieval fantasy. Avalon is a mystical island in the world of King Arthur where the great sword Excalibur was forged.The piece begins lyrically with a slow introduction with melodic material. This melodic motive is used throughout with slight variations depending on the instrument voicing etc. Care should be taken at m. 10 that the Timpani roll helps to bridge our transition from an exposed section to full tutti. Care should be taken so that the tempo change at m. 19 is brisk and avoids the low brass turning into stomping. Accessories like the China cymbal and tambourine can become overpowering. I recommend having students think of these effects as background in order to make sure they don’t POP out. The dynamic changes at mm. 27-35 should be subito similar to orchestral dynamic changes. Avoid unwritten crescendos in this section. Measures 60–64 are a great opportunity to teach those unwritten dynamics that make music so enjoyable as we lead up to the finale. It was originally left blank for some theatrics in the premiere at David’s retirement concert so I know he would enjoy adding some Cholesterol as David would say.Long Live the King!

Band Bagpipes, Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Clarinet 3, Crash Cymbals, Double Bass, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn 1, Horn 2, Mallet Percussion, Mark Tree, Oboe, Percussion 1, Percussion 2 and more. - Grade 3.5

SKU: CF.CPS225

Composed by Larry Clark. Concert Band (CPS). Set of Score and Parts. With Standard notation. 12+12+6+12+24+24+6+4+6+6+6+6+8+8+8+4+4+6+6+6+8+2+1+6+2+4+10+32+4 pages. Duration 6 minutes, 9 seconds. Carl Fischer Music #CPS225. Published by Carl Fischer Music (CF.CPS225).

ISBN 9781491152515. UPC: 680160910014.

Tartan Tapestries is an original piece that sets out to emulate Scottish folk music. Composer Larry Clark has created a concert overture in triple meter to capture the essence of music from Scotland. After a lilting first section,  lush and beautiful moments weave a tapestry of sounds with the lyrical, middle section of the piece. There is an optional part for bagpipes, and an optional ending should you chose to use this instrument as part of the piece. Alert your contest music committee about this strong new piece for advancing groups.
Tartan Tapestries was commissioned by Friends of the Arts for the Saint Andrew's School Band in Boca Raton, Florida. The band program at Saint Andrew’s School is under the direction of Andrea Wolgin. The premiere took place on November 29, 2017.When I was asked by their conductor Ms. Wolgin to write a piece for the Saint Andrew’s School, I asked her what kind of involvement she wanted the students to have in the process. We discussed several options for having the students involved in the process of creating with the type of piece they wanted.  We set up a “Skype” meeting with members of the band to discuss the piece. During this discussion, the consensus of the students was that they wanted a piece depicting the Scottish influence to the school. They also wanted a piece that would challenge all sections of the band and to include bagpipes if possible. I asked that the students be involved in helping to name the piece once it was completed, for which they agreed and were very helpful. Armed with this information, I set out to compose a piece for them, and Tartan Tapestries is the result.The piece begins with a fanfare gesture based upon rhythms and harmonies that appear throughout the piece. I chose the lilting triple feel to the piece, to bring about the Scottish flavor. I wanted the fanfare to be bardic sounding, to depict the strength of the Scottish people and for the piece to have a dynamic opening. The fanfare contains material that alludes to the main theme and with a bit of dissonance and tension that is resolved in the main body of the piece.The main theme is a lilting original melody, but one that I hope with have the essence of Scottish folk songs. The main idea is followed by a more modal and dark sounding secondary theme, first stated in the horns. This material is later used in the development section of the piece. The main theme returns several times, with different and varied orchestrations and harmonic treatments. This is followed by a short transition leading to the more lyrical and slower second section of the piece. A transparent presentation of the lyrical theme, which is based on aspects of the main theme, is presented first by a solo flute. This section is a nod to famous composer Malcom Arnold’s wonderful works for orchestra in its style and orchestration. After a transition or bridge section with a solo euphonium, the piece builds to a dramatic climax of the lyrical theme by the full band. This subsides to a return of the solo flute to end this second section of the piece, followed by a transition back the main theme.The solo bagpipes play a central role in the return of the main theme and take center stage after being heard in the distance earlier in the work. The piece brings back a shortened version of the darker secondary theme, followed by a hint of the fanfare material that builds to one last statement of the main theme by the full band, before leading to a dramatic coda to complete the work.It has been my pleasure to have been given the opportunity to compose this piece for the Saint Andrew’s School Band! I thank Andrea Wolgin for making it happen, and I hope that you enjoy it as much as I have enjoyed bringing the piece to life.–Larry ClarkLakeland, Florida 2017.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, Clarinet 3, Crash Cymbals, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn 1, Horn 2, Mallet Percussion 1, Mallet Percussion 2, Mallet Percussion 3, Marimba, Oboe and more. - Grade 3

SKU: CF.CPS233F

Composed by Zachary Cairns. Sws. Cps. Full score. 20 pages. Duration 2 minutes, 36 seconds. Carl Fischer Music #CPS233F. Published by Carl Fischer Music (CF.CPS233F).

ISBN 9781491156339. UPC: 680160914876. 9 x 12 inches.

Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean's marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues. The piece is built on two primary ideas. The first idea is a musical rendering of the name Dean. D, E, and A are all musical notes, but N is not. I have chosen to use a neighbor tone (a note a half-step above or below a given note) to finish off the name. (MUSIC EXAMPLE) This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc. (MUSIC EXAMPLE) The second idea is a rhythmic motive, established in the opening brass fanfare. (MUSIC EXAMPLE) This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.      .
Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean’s marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues.The piece is built on two primary ideas. The first idea is a musical rendering of the name “Dean.” D, E, and A are all musical notes, but N is not. I have chosen to use a “neighbor tone” (a note a half-step above or below a given note) to finish off the name.(MUSIC EXAMPLE)This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc.(MUSIC EXAMPLE)The second idea is a rhythmic motive, established in the opening brass fanfare.(MUSIC EXAMPLE)This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.   .

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Cabasa, Clarinet, Crash Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Tam-tam, Tambourine, Timpani, Triangle and more. - Grade 1

SKU: CF.BPS123

Composed by Sean O'Loughlin. Beginning Band (BPS). Set of Score and Parts. With Standard notation. 8+2+8+2+5+2+2+8+3+6+3+1+1+2+6+16+2 pages. Duration 2 minutes, 18 seconds. Carl Fischer Music #BPS123. Published by Carl Fischer Music (CF.BPS123).

ISBN 9781491152096. UPC: 680160909599.

Embolden?is a dramatic work for the developing ensemble that embodies the definition of the word: to give someone courage or confidence. The piece begins with a melody of long, broad strokes. As the melody develops, lots of imitation encourages each section to play independent lines. The piece is a strong choice for the developing band's concert or festival performance.
Embolden is a dramatic work for the developing ensemble that embodies the definition of the word: to give someone courage or confidence. The piece starts with a melody with long, broad strokes. There is plenty of imitation as well to encourage independence of lines. After some development, the piece moves to a contrasting softer section at m. 32. Bring a more legato approach to this section. The broad melody returns at m. 54 in the lower voices with some rhythmic accompaniment by the upper voices. A powerful presentation at m. 61 provides the momentum for a decisive ending.
Embolden is a dramatic work for the developing ensemble that embodies the definition of the word: to give someone courage or confidence. The piece starts with a melody with long, broad strokes. There is plenty of imitation as well to encourage independence of lines. After some development, the piece moves to a contrasting softer section at m. 32. Bring a more legato approach to this section. The broad melody returns at m. 54 in the lower voices with some rhythmic accompaniment by the upper voices. A powerful presentation at m. 61 provides the momentum for a decisive ending.