SKU: HL.14046089

ISBN 9788438712689. Spanish.

The Clarinet First Steps collection is divided into four volumes, aimed at young clarinetists. This second book consists of three educational parts. The following sections appear throughout the parts to achieve the basic objectives of the art of Clarinet playing: Musical Language: Explanation of music contents in the exercises, melodies and duets. Technique And Repertoire: Includes technical contents, some exercises to practice and short melodic pieces containing the new concepts presented. Activities: A fun section where the student can answer quiz questions, review issues of musical language or practice breathing exercises. Cultural Space: In this section, there arehistorical curiosities about the Clarinet and composers, a discussion on the relationship between Mozart and the Clarinet and a review of Antonio Romero, the most important Spanish clarinetist in the century XIX. 15 Progressive Duos: Duos designed with the same level of difficulty in both voices to play with the teacher or another student. CD: The book is accompanied by a CD MP3 featuring recordings of the exercises, melodies with Piano accompaniment and duets. The author of this method, Pedro Rubio , performs his musical studies in Murcia, Malaga and Barcelona, Spain. In 1997 he won the Clarinet Performing Diploma from the Royal College of Music in London and in 2003 the Bass Clarinet Diploma at the Conservatory of Rotterdam. He has taught Clarinet since 1989.

SKU: HH.HH397-SOL

ISBN 9790708146148.

Solo Uno was completed in summer 2015 and first performed by Nicholas Cox in a July recital at the International Clarinet Festival in Madrid. It consists of three contrasting movements: a moderately paced first movement that shifts in character towards the end, a slow, meditative middle movement, and a brisk, folksy finale.

SKU: GI.G-MCL

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.