SKU: CF.YPS105
ISBN 9780825884870. UPC: 798408084875. 9 x 12 inches. Key: Bb major.
Based on our popular New Bennett Band Book series, we have compiled march-style warm-ups in a separate publication so they may be used by all bands wishing to learn from them. These innovative warm-ups and fundamental drills are the ultimate method of teaching and reinforcing the March style.How To Use the March Warm-upsPlaying in a march style can present difficulties for young students. The most prevalent problem is that students have a tendency to play every note too short. Conversely, accented notes are usually played incorrectly with too much tongue. Do marches contain short notes? Absolutely, but these shortest of notes should be reserved for notes that precede an accent or notes that are specifically marked with a staccato. Think of unmarked notes as being separated, but not short and certainly not clipped or stopped with the tongue. Accented notes should be played with more weight using air and more length, and not just a harder tongue. Accents are given to show emphasis to a note and should be thought of in this manner.The warm-up exercises provided in this collection should give you many opportunities to stress the above-mentioned comments on march performance style. The following gives an explanation on the purpose and use of each of these exercises.No. 1 – Basic Chords and ModulationsOne of the challenges of playing marches with young students is successfully performing the key change at the Trio. This exercise presents the three basic chords (tonic, subdominant and dominant) in each of the three keys in this collection of marches. You can also use this exercise to teach and reinforce the style of accented notes. You may want to have your band play major scales in succession by fourths to reinforce the concept of modulation to the subdominant that occurs at the Trio (i.e. the B≤-major scale, then the E≤-major scale, then the A≤-major scale). I might suggest getting the students to try continuing the pattern all the way around the circle of fourths.No. 2 – March Style in B≤ MajorThis exercise contains many opportunities to teach and reinforce the difference between staccato and accented notes. The melody voices move up and down the B≤-major scale, while other instruments play chords commonly found in the marches in this collection. These include diminished chords, secondary dominant chords (i.e. the V of the V) and other common chromatic chords that Fillmore often used.No. 3 – Cakewalk Rhythm in B≤ MajorThe simple syncopated rhythm in this exercise is common to many marches. This drill gives you the opportunity to teach/ reinforce the standard ar-ticulation and natural accent of this rhythmic pattern. Again, this exercise uses an ascending and descending major-scale pattern as the melodic basis, accompanied by chords commonly found in American- style marches.No. 4 – The March Scale in B≤ MajorI call this exercise “The March Scale,†because often in marches (and especially in these marches) the descending half-step is part of the melodic material. These chromatic figures give the melodies of many marches their charm and flow. Thus, I devised this exercise and others like it in E≤ major and A≤ major to familiarize students with these patterns. I would suggest playing the pattern in a variety of ways different from what is written. Here are some other possibilities:• Tongue one, slur three• Slur two, tongue two• Tongue two, slur two• Tongue one, slur two, tongue oneGradually increase the tempo to the march tempo and the articulation style will fall right into place.Another important consideration is the performance of the bass line and the bass-drum part. Too often, the bass drum and bass instruments play their parts with equal emphasis on both beats in the measure. This is incorrect, and frequently makes the marchNo. 5 – March Style in E≤ MajorThis is a similar to exercise No. 2, but with a different rhythmic pattern. Emphasize the difference between accented and unaccented notes. Also, play the exercise with line direction moving the musical line forward. Experiment and play the exercise with different dynamic choices and with hairpins up and down in different ways.No. 6 – More March Style in E≤ MajorExercise No. 6 comprises more rhythmic patterns and harmonic materials in E≤ major to teach and reinforce the march style. This exercise em-phasizes the sixteenth-note rhythm, as notated in the third measure of the exercise. Young stu- dents have a tendency to “crush†the sixteenths; consequently, they lack clarity. It would be a good idea to work this rhythmic figure on a scale pattern with all of the instruments in the band as an additional warm-up exercise.No. 7 – The March Scale in E≤ MajorSee the information for No. 4 and apply it to this exercise. Use all of the various articulations described above as well.No. 8 – March Style in A≤ MajorSee the information for No. 2 and apply it to this exercise.No. 9 – Cakewalk Rhythm in A≤ MajorSee the information for No. 3 and apply it to this exercise.No. 10 – The March Scale in A≤ MajorSee the information for No. 4 and apply it to this exercise.Other Ideas for March PerformanceA rehearsal practice that has worked very well for me is to start out by having the band play the march very slowly at about Œ = 60 in a chorale/legato style. The slow tempo is a fine opportunity to work on clarity of harmonic move- ment and to work on the balance and blend of the tutti band sound. This will pay great dividends toward improving the sound of your band. Gradually increase the tempo to the march tempo and the articulation style will fall right into place.Another important consideration is the performance of the bass line and the bass-drum part. Too often, the bass drum and bass instruments play their parts with equal emphasis on both beats in the measure. This is incorrect, and frequently makes the march.
SKU: FJ.B1328S
English.
Treat your students and audience to a crash course in classical composers with this clever musical anthology of masterworks, including composers such as Schubert, Rossini, Brahms, Bach, Beethoven, Mahler, Handel, Offenbach, and even a mystery composer! Also included is a one-page study guide that is reproducible for student use. An invaluable teaching resource and excellent material for your next concert!
About FJH Beginning Band
Appropriate within the first year of instruction and beginning of the second year. Clarinets do not go above the break, and there is limited use of accidentals. Plenty of doublings in the lower voices. Grade 1.
SKU: BT.DHP-1104883-010
9x12 inches.
The twofold title of this concert work is directly connected with the band who commissioned it. The â??Harmonie Municipale Grevenmacherâ?? from the town of the same name, by the river Moselle in the Grand Duchy of Luxembourg was founded in the year1834. The name Machera is derived from the word machara, which in turn originated from maceries (old wall). Later, Machera evolved into Machern, Grafenmachern, and finally Grevenmacher.In 2009, this music society the third oldest still in existence in the country celebrated its 175th anniversary. And after all these years the society still flourishes! The dynamic committee, led by Georges May, fully supports and inspires themusical leader of the band, Claude Weiland, as well as his 60-strong ensemble. This well-functioning team took the initiative to ask Jan Van der Roost to write an anniversary composition, inspired, on the one hand, by the rural character ofGrevenmacher and its surroundings (where the famous Moselle wine growing dominates the countryside), and on the other hand, by the dynamics, creativity and joie de vivre the band exudes. All of this resulted in a twofold work with alternating peaceand excitement, virtuous and melodic features, orchestral splendour and soberly orchestrated passages. The première, on 10 January 2010, was conducted by the composer himself at a successful gala concert which brought a fine year full of musicalfestivities to a close. The â??Harmonie Municipale Grevenmacherâ?? faces the future with confidence, and will now prepare for its next milestone: the 200th anniversary!1834 - Machara Impressions was a commission for the 175th anniversary of the band Harmonie Municipale Grevenmacher from the town of Grevenmacher - formerly Machara - in Luxemburg. It is a work of many contrasts with alternating peace and excitement, virtuous and melodic features, orchestral splendour and soberly orchestrated passages - reflecting the peaceful and turbulent history of the band. Das zweiteilige Auftragswerk zum 175-jährigen Jubiläum der Harmonie Municipale Grevenmacher aus dem Dorf Grevenmacher - historisch Machara - in Luxemburg ist von Dynamik, Kreativität und Lebensfreude des Blasorchesters inspiriert. Friedliche und aufregende Zeiten spiegeln sich wechselweise in virtuosen und melodischen Eigenschaften, orchestraler Pracht und nu?chtern orchestrierten Passagen wider. Ein Thema fu?r jedes Blasorchester mit Tradition, umgesetzt in ein attraktives Werk von Jan Van der Roost.Cette oeuvre au double titre souligne le dynamisme de la formation dédicataire, lâ??Harmonie Municipale de Grevenmacher, fondée en 1834, tout en rappelant lâ??histoire de la ville de Grevenmacher (ancienn. Machera), située au bord de la Moselle luxembourgeoise. La toile alterne entre passages calmes et passages fougueux, composantes virtuoses et composantes mélodiques, splendeur orchestrale et sobriété de lâ??orchestration. Questo brano sottolinea ed elogia il dinamismo della Banda Municipale di Grevenmacher, fondata nel 1834, ricordando allo stesso tempo la storia di questa cittadina, situata in riva alla Mosella lussemburghese, il cui nome era nellâ??antichit Machera. Passaggi calmi si alternano armoniosamente a passaggi più vivaci, elementi virtuosi si mischiano a tratti melodici, mentre sul tutto aleggia uno splendore e una sobriet orchestrale fuori dal comune.
SKU: MH.1-59913-072-6
ISBN 9781599130729.
Program Notes: It was a happy coincidence that the commission for SINFONIA XVI: TRANSCENDENTAL VIENNA came from the Henry David Thoreau School located in Vienna, Virginia. Thoreau is one of the magic names in American culture: Henry David Thoreau, one of the leading figures of the Transcendentalist movement, centered in 19th-century New England, left us a body of unique philosophical and poetical writings. To utter the words, Walden Pond, is to invoke an America long past in physical actuality, but still present in the minds and hearts of many American citizens. The name, Vienna, of course, summons thoughts of the Old World: culture, fine food, wine, civilized cities. While contemplating the form that SINFONIA XVI should take, I found myself thinking of two pillars of Viennese culture: expressionism and the waltz. Musically speaking, expressionism reached a zenith in the works of Arnold Schoenberg and Alban Berg. It was Berg, in particular, that I wanted to invoke in the outer movements of my composition. I knew I would also have to include a waltz, and an invocation of the mysterious forces that are contained in both expressionism and transcendentalism. Thus was the structure of the work generated. The outer movements with their vision of the night sky and the stars, Aldebaran and Sirius, frame the central movements, which are essentially two versions of the same material, and are quieter and less dramatic. The outer movements are symmetrical, and share both pitch and rhythmic materials. Accordingly, I see the work as a ternary form, with the central movements forming a unit within the outer frame: A (Movement 1) B (Movements 2 & 3) A' (Movement 4). Harmonically, the work can be summarized by the two pitch-series which occur in the opening bars of Movement 1: the initial 12-note row, with a tonal center on F-sharp (measures 1-6), and the subsequent D-minor Dorian 7-note row (beginning in measure 14). Aspects of these materials occur in all four movements, but they are most strongly present in Movements 1 and 4. Note that the 12-note row is not subjected to the usual serial procedures, but instead is treated as a signifier and is left unchanged. Since the fourth movement takes up where the first movement leaves off, I can conceive of one interpretation of SINFONIA XVI as an evocation of Thoreau himself contemplating two of the brightest stars on a clear, cold night. Aldebaran is an orange, first-magnitude star, located in the constellation Taurus; Sirius, the Dog Star, is the brightest star in the sky, and is located in the constellation Canis Major. Thoreau interrupts his star-gazing to entertain some inward thoughts, waking dreams, as it were, then returns his gaze to the splendid night sky and all its treasures. Although many other interpretations of the material are possible, it is important to remember that the abstract materials of the piece -- pitch, rhythm, structure -- are what count the most. Ensemble instrumentation: 1 Piccolo, 4 Flute 1, 4 Flute 2, 3 Oboe, 1 Eb Clarinet (opt.), 4 Bb Clarinet 1, 4 Bb Clarinet 2, 4 Bb Clarinet 3, 3 Bass Clarinet, 3 Bassoon, 3 Eb Alto Saxophone 1, 3 Eb Alto Saxophone 2, 2 Bb Tenor Saxophone, 2 Eb Baritone Saxophone, 3 Bb Trumpet 1, 3 Bb Trumpet 2, 3 Bb Trumpet 3, 2 Horn 1, 2 Horn 2, 3 Trombone 1, 3 Trombone 2, 3 Euphonium B.C., 2 Euphonium T.C., 5 Tuba, 2 Timpani, 3 Percussion 1, 3 Percussion 2, 3 Percussion 3, 3 Percussion 4.
SKU: CF.YPS212F
ISBN 9781491152997. UPC: 680160910496.
Taking its title from a poem about grief and loss by Chrissie Pinney, Live On honors the life of band director Linda Mann, to whom the piece is dedicated. The piece begins with a pensive intro before shifting to a whimsical theme that brings about happy thoughts of a life well-lived. After a return to the poignant opening material, the music surges to a triumphant conclusion based on an augmented version of the whimsical theme.Live On was commissioned by Diplomat Middle School's staff, faculty and students, in Cape Coral, Florida, and is dedicated to the memory of their Director of Bands, Linda Mann. Director of Orchestras, Roland Forti, championed the commissioning of this piece to honor the life of Linda after her untimely passing in February of 2017. Linda Mann’s impact on the field of music education was profound and wide-reaching. She was a beloved member of the staff at Diplomat Middle School, as well as the music community of Cape Coral and the state of Florida. Linda was highly respected throughout the state, serving as recent past-president of the Florida Bandmasters Association.In discussing the type of piece the school wanted to honor Ms. Mann, they indicated the piece should “depict Linda’s personality: dynamic, sassy, yet thoughtful and almost mentor-like.†They wanted a piece that was upbeat, yet still had moments that were thoughtful, portraying the grief that the Diplomat Middle School community has suffered from the sudden loss of such a beloved teacher.After contemplating their thoughts, I did some research to find inspiration for the piece. This led me to poetry about grief and loss. In time, I stumbled upon a short, yet poignant poem that I felt perfectly depicted the sentiment that I wanted the piece to convey. That poem is entitled Live On by Chrissie Pinney.Live OnNow as I live onWithout youI hope to keepThe pieces of youThat I loved so dearlyYour mannerismsAnd compassionate characterAnd smiles through struggleSo that youMay live on too -Chrissie PinneyI reached out to Ms. Pinney, and she graciously agreed to allow me to quote her powerful poem in these notes. She expressed that she was deeply touched that her work would inspire me to write a piece in honor of Linda Mann.The piece begins with a poignant, pensive opening section. The use of the musical interval of a tritone between the first two openly voiced chords are used to represent the sadness we all feel from this type of loss. When I sat in front of my piano and started to work on this piece, my hands seemed to naturally and immediately play these first two chords, which set the process in motion of composing the piece.After the somber opening, the piece shifts to a whimsical theme that I hope brings about happy thoughts of Linda and her personality. It was also my intent, however, to include some musical dissonance in the theme that still reflected the bittersweet loss at the same time. The piece develops into a secondary theme that is a quasi inversion of the main fast theme. This section is followed by a return of the opening material, with snippets of the fast theme intertwined, before the piece builds to a triumphant, augmented presentation of the main theme in a lush form to complete the work.It is my hope that in some small way, this piece will bring comfort to those affected by the loss of Linda Mann, and that the music will allow her memory to Live On.–Larry ClarkLakeland, FL 2017.
SKU: CF.YPS212
ISBN 9781491152317. UPC: 680160909810. Key: C minor.
SKU: CF.PPS51F
ISBN 9781491152638. UPC: 680160910137.
The march style is important to the heritage of the modern concert band. Why not get beginners off to a great start by teaching them this essential band style as early as possible? Achieve uses only the first six notes of the Bb-major scale and utilizes two repeated eighth notes as the most difficult rhythm. It is written in traditional march form and style, but without modulation in the trio.The march style is important to the heritage of the modern concert band, and it is my opinion that even the youngest of students should be taught the march style and form as early as possible. This march sets out to give these students that opportunity. It uses only the first six notes of the Bb-major scale, and the most difficult rhythm is two repeated eighth notes. Yet it has all of the traditional march form and style. The form of this easy march is the traditional intro, first strain, second strain and trio. The only difference from more challenge marches is that the key does not change to the subdominant at the trio. Most everything else is the same as you would find in the American marches of Sousa, Fillmore or King.The march begins forte with a quote from the end of the second strain, something that is common in many marches. This is followed by the first strain at a softer dynamic level. Additional voices are added on the repeat for variety. The second strain has tradition changes in dynamics, first starting out loud, then getting soft with crescendos to the end of the strain. The trio following again in typical fashion with the first time being very soft and legato. There are some suggestions for changing the orchestration, but you can use your creativity to tailor the instrumentation to your musical taste. The repeat of the trio should then be back to a more marcato march style. This should start with the last note of the first ending in m. 70. The march then ends with the traditional stinger.It is my opinion that in marches with this form that the repeats should not be eliminated. By doing so, it changes the form and makes the march lopsided, with the first half of the marching being too short compared to the trio section.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.
SKU: CF.PPS51
ISBN 9781491151952. UPC: 680160909452.
SKU: CF.CPS219
ISBN 9781491152454. UPC: 680160909957.
Solar Flare, by Tyler Arcari, depicts the huge explosion on the Sun that appears as a sudden bright flash. The piece incorporates a whirlwind of mixed meters to?depict this phenomenon. Arcari showcases his fresh, exciting, and well-scored compositional style in this piece. Solar Flare makes for? an excellent concert opener.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work. About the Work: Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a teaching 7/8 space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 6972 should be treated as a transitional fanfare to the new material at m. 73. Measures 99115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the ^ accent on the final note is one meant to be played heavy, and not short.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work. About the Work: Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a ateaching 7/8a space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 69a72 should be treated as a transitional fanfare to the new material at m. 73. Measures 99a115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the a^a accent on the final note is one meant to be played heavy, and not short.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work. About the Work: Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a ateaching 7/8a space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 69a72 should be treated as a transitional fanfare to the new material at m. 73. Measures 99a115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the a^a accent on the final note is one meant to be played heavy, and not short.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work. About the Work: Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a teaching 7/8 space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 69-72 should be treated as a transitional fanfare to the new material at m. 73. Measures 99-115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the ^ accent on the final note is one meant to be played heavy, and not short.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work. About the Work: Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a teaching 7/8 space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 69-72 should be treated as a transitional fanfare to the new material at m. 73. Measures 99-115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the ^ accent on the final note is one meant to be played heavy, and not short.A solar flare is a huge explosion on the sun that appears as a sudden increase in brightness or flash. Sometimes these explosions push large amounts of energy and even parts of the sun flying out into space. These events can be so powerful that they cause events on Earth such as auroras, as well as more serious issues like disrupting radio and electronic instruments. To our naked eye, these dangerous explosions are beautiful and quiet. The celestial is a fascinating place, hopefully captured in some small part by this work.About the Work:Solar Flare began as a piece with two goals: to write a space piece in 7/8 and to write a “teaching 7/8†space piece. The piece uses a 2-2-3 pattern, so using this in pre-performance warm-ups might be beneficial. The piece is loosely based on a minor second descending to a minor third. This motif is used at the onset of the piece in the mallet percussion and then again in the woodwinds. The melody presents itself at m. 19 in the clarinets. This melodic material is varied and traded throughout the instrument groups until m.67. Measures 69–72 should be treated as a transitional fanfare to the new material at m. 73.Measures 99–115 to the end of the piece feature a style similar to the beginning that helps to transition to m. 115, which is the climax of the work. An ostinato pattern (2-2-3) is presented with fragments of the melody appearing in the alto voices. This momentum culminates in a large, abrasive area at m. 125 where the suspension-resolution in the brass and horn melodic fragment need to be the focus. This momentum continuously grows until the last note where we resolve finally. Care should be taken that the “^†accent on the final note is one meant to be played heavy, and not short.
SKU: CF.CPS219F
ISBN 9781491153130. UPC: 680160910632.
SKU: BT.EMBZ12368SET
The teachers under whom Ãrpád Balázs (b.1937) studied composition - Ferenc Farkas, Aram Khachaturian and Goffredo Petrassi - each independently formed the opinion that with his lyrical gift Ãrpád Balázs's true creative field would be that of choral music and wind ensembles. Their early predictions are borne out by the roughly two hundred and fifty works for choir and almost twenty for wind orchestra that the composer has since produced. It is interesting that in the suite entitled Négy kép (Four pictures) the stylistic features of these two related musical fields are united. In it the wind instruments sing! It was not by chance that the expansive second movement was given thetitle Cantilena, while the slightly livelier but just as lyrical third movement was entitled Arietta. The opening movement of the work is a stridently jolly, energetic Induló (March), but not one of the rigidly military kind: the 6/8 rhythm contributes to its light-hearted character. This music is avowedly akin to the ballet music of Prokofiev. This choice series of four character pieces is crowned by Játék (Play) in which conveying the effect of the mixture of lines moving in parallel and then colliding with each other may be more technically demanding, but is well worth the effort! (Hungaroton HCD 31353).
SKU: BT.EMBZ12368
SKU: CF.YPS196F
ISBN 9781491152843. UPC: 680160910342.
Aeolus is the Greek mythological god of the winds. The title of this piece was chosen, in part, because of the Aeolian quality of the music. Although not strictly harmonized in the Aeolian mode, the themes themselves are purely Aeolian. The compositional form bookends a broad and dramatic middle section with two sections in regal march style. Aeolus is sure to be a great teaching tool for young bands!.Aeolus is the god of the winds in Greek mythology. The title was chosen to indicate the Aeolian quality of the music. Although not strictly harmonized in the Aeolian mode, the themes themselves a purely Aeolian. The opening section of the music should be performed in a march-like manner at a brisk tempo deemed appropriate by the director for the ensemble. The countermelody first heard at m. 31 should soar above the ensemble. The transition to the middle section at m. 49 should be played broadly and dramatically with careful attention to the ritardando dimuendo, both of which should be performed smoothly and gradually. Do not rush the fermata in m. 51. A sudden shift in tempo and dynamics in the transition will detract from the entrance of the contrasting theme played soli by the clarinet section at m. 52. The counter lines found in the contrasting middle section beginning at m. 53 will require careful attention to balance. The second transition section beginning at m. 79 requires a flexible tempo and a smooth blending of the horn line into the clarinet line. An effective,  unrushed rallentando at m. 81 will make the sudden forte entrance of the brass fanfare at m. 83 all the more dramatic. At m. 109, the tempo may begin to quicken at the discretion of the director.
SKU: CF.YPS196
ISBN 9781491152164. UPC: 680160909667. Key: C minor.
SKU: FJ.B1343
UPC: 674398222476. English.
This sensitive contemporary work was written in memory of a former teacher at a middle school that is now thought to be haunted. Crystal glasses help set the ethereal mood as the theme is developed and ultimately juxtaposed with two other themes presented later in the work. Extremely musical and emotional, yet approachable by younger bands. This is serious literature.
About FJH Young Band
Appropriate for middle school and smaller high school groups. Second clarinets usually stay below the break. Parts are written with more independence, and instrumentation increases slightly. There is still adequate doubling in the lower voices. Grades 2 - 2.5
SKU: CF.BPS131F
ISBN 9781491158258. UPC: 680160916856. 9 x 12 inches.
The Bold Brigade is a march-like piece meant to portray the confident spirit of military troops working together. A brigade is an army unit typically made up of two or more regiments or battalions. The piece is geared toward younger bands, with the intention of reinforcing full sound and steady pulse through the use of half notes, quarter notes and eighth notes. Using only the first six notes of the Bb-major scale, and having the melody, harmony, and bass lines doubled in multiple instruments, The Bold Brigade is sure to have your students playing with fortitude and pride! Note to the Conductor: Use this piece to introduce or reinforce the following musical concepts: Steady pulse 4-measure phrasing Rhythmic reinforcement of half notes, quarter notes, and eighth notes Brief change of style indicated by slurs.The Bold Brigade is a march-like piece meant to portray the confident spirit of military troops working together. A brigade is an army unit typically made up of two or more regiments or battalions. The piece is geared toward younger bands, with the intention of reinforcing full sound and steady pulse through the use of half notes, quarter notes and eighth notes. Using only the first six notes of the Bb-major scale, and having the melody, harmony, and bass lines doubled in multiple instruments, The Bold Brigade is sure to have your students playing with fortitude and pride!Note to the Conductor:Use this piece to introduce or reinforce the following musical concepts:Steady pulse4-measure phrasingRhythmic reinforcement of half notes, quarter notes, and eighth notesBrief change of style indicated by slurs.
SKU: CF.BPS131
ISBN 9781491158241. UPC: 680160916849. 9 x 12 inches.
SKU: AP.44972S
UPC: 038081517568. English.
Here they come marching two by two---it's a robot brigade! This dramatic piece for beginning band uses only the first six notes students learn. It is full of meaningful teachable moments that include call-and-response, minor mode, dynamics, and much more. The low brass and low winds play a prominent role throughout and everyone in the band will stay engaged. Students will surely practice this one! (2:25).
SKU: AP.49551
ISBN 9781470649104. UPC: 038081569888. English.
Of all of Gordon Jacob's major contributions to the British wind band repertoire, the William Byrd Suite (written in 1923) stands as his most-often programmed work. Though originally based on six movements from William Byrd's Fitzwilliam Virginal Book, this setting for developing band incorporates two contrasting movements including The Earle of Oxford's Marche and Wolsey's Wilde. Like Jacob's wind band work, the music is not a mere transcription from the original keyboard collection, but rather stylized with his own inventive musical spirit for modern concert band. A wealth of material here that opens doors to teachable moments as musical textures---dynamic contrasts, articulations, scoring options---are continually changing. Bravo! (2:33) This title is available in MakeMusic Cloud.
SKU: AP.49551S
ISBN 9781470649111. UPC: 038081569895. English.
Of all of Gordon Jacob's major contributions to the British wind band repertoire, the William Byrd Suite (written in 1923) stands as his most-often programmed work. Though originally based on six movements from William Byrd's Fitzwilliam Virginal Book, this setting for developing band incorporates two contrasting movements including The Earle of Oxford's Marche and Wolsey's Wilde. Like Jacob's wind band work, the music is not a mere transcription from the original keyboard collection, but rather stylized with his own inventive musical spirit for modern concert band. A wealth of material here that opens doors to teachable moments as musical textures---dynamic contrasts, articulations, scoring options---are continually changing. Bravo! (2:33).
SKU: AP.36-52784001
Anna Amalia of Prussia held various titles during her lifetime, including Princess and Abbess of Quedlinburg. Born in Berlin, she was one of ten surviving children of the royal family of King Frederick William I of Prussia. Princess Anna Amalia studied harpsichord, piano and counterpoint. Princess Anna also founded a music library collection, which included autographed scores of J.S. Bach and other composers. This collection still exists today (Amalien Bibliothek). This two-movement Divertimento in Bb Major has something for everyone. The melodic and secondary parts are passed equally between the instruments. The piano part is quite playable for a high school student. It has the character of a conversation between friends gathering for a friendly afternoon tea. This arrangement is scored for piano quartet, with a substitue clarinet part in place of violin.
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