SKU: GI.G-113159
ISBN 9781574633849. UPC: 884088867959.
This academic set includes both The Winds of Change and The Winds of Change 2 at a $5 savings over buying them individually.
SKU: CF.BPS137F
ISBN 9781491158494. UPC: 680160917099. 9 x 12 inches.
Fanfare and Jubilation is a Grade 1 work that is playable by any beginning band with any instrumentation due to extensive doubling. The mood is regal and optimistic and is non-programmatic, conveying no picturesque image or storyline. It is appropriate for any occasion. Accents are to be emphasized more than non-accented notes, but are not to be hammered hard. Stress that accented notes are to be played with the same good tone as the other notes and that pitches should not suffer from the additional emphasis. Think of the accents as more of an additional emphasis from the air column and not the tongue. Percussion accents are to played with more emphasis than non-accented notes, but shouldnat be perceived as being much louder. Timpani is only two pitches and is optional. The piece will not suffer at all if you donat have access to Timpani or a timpanist. Bells cover a wide rangea|the lower octave sections should not be played louder just because theyare low pitched, as those notes will still be appropriately heard while supporting the melody. Do not use brass mallets. Balter 10 Phenolic mallets or equivalent (such as clear Balter Lexan or white Medium Hard Poly models) are most appropriate. Think of the m. 10 accented quarter notes tied to the half notes (and similar later examples) as being akin to Horn rips in a Hollywood movie. They are to be emphasized slightly but should not be blaring. Even though they are the only things happening on counts 2 and 3, care must be given that the young players donat get carried away and give them more emphasis than is musically desired. At m. 21, be careful that the bass line isnat plodding or over-emphasized due to the accents. Those players should be aware of the sudden drop in volume and lack of accents at m. 25. Attention to sudden dynamic shifts will add interest to the piece and present a more musical performance. Throughout this entire section, try to get all winds to sustain a single breath through four bars until the breath marks. If they are unable to do so, please explain the concept of staggered breathing between members of their section. There may be a tendency among the players to blast out m. 57 to the end. Notes should have more power than the section from mm. 21-56, but are still to be approached musically. Explaining such concepts during their early musical development will go far in helping them develop good traits that will pay off dividends in the future.Fanfare and Jubilation is a Grade 1 work that is playable by any beginning band with any instrumentation due to extensive doubling. The mood is regal and optimistic and is non-programmatic, conveying no picturesque image or storyline. It is appropriate for any occasion. Accents are to be emphasized more than non-accented notes, but are not to be hammered hard. Stress that accented notes are to be played with the same good tone as the other notes and that pitches should not suffer from the additional emphasis. Think of the accents as more of an additional emphasis from the air column and not the tongue. Percussion accents are to played with more emphasis than non-accented notes, but shouldn't be perceived as being much louder. Timpani is only two pitches and is optional. The piece will not suffer at all if you don't have access to Timpani or a timpanist. Bells cover a wide range...the lower octave sections should not be played louder just because they're low pitched, as those notes will still be appropriately heard while supporting the melody. Do not use brass mallets. Balter 10 Phenolic mallets or equivalent (such as clear Balter Lexan or white Medium Hard Poly models) are most appropriate. Think of the m. 10 accented quarter notes tied to the half notes (and similar later examples) as being akin to Horn rips in a Hollywood movie. They are to be emphasized slightly but should not be blaring. Even though they are the only things happening on counts 2 and 3, care must be given that the young players don't get carried away and give them more emphasis than is musically desired. At m. 21, be careful that the bass line isn't plodding or over-emphasized due to the accents. Those players should be aware of the sudden drop in volume and lack of accents at m. 25. Attention to sudden dynamic shifts will add interest to the piece and present a more musical performance. Throughout this entire section, try to get all winds to sustain a single breath through four bars until the breath marks. If they are unable to do so, please explain the concept of staggered breathing between members of their section. There may be a tendency among the players to blast out m. 57 to the end. Notes should have more power than the section from mm. 21-56, but are still to be approached musically. Explaining such concepts during their early musical development will go far in helping them develop good traits that will pay off dividends in the future.Fanfare and Jubilation is a Grade 1 work that is playable by any beginning band with any instrumentation due to extensive doubling. The mood is regal and optimistic and is non-programmatic, conveying no picturesque image or storyline. It is appropriate for any occasion.Accents are to be emphasized more than non-accented notes, but are not to be hammered hard. Stress that accented notes are to be played with the same good tone as the other notes and that pitches should not suffer from the additional emphasis. Think of the accents as more of an additional emphasis from the air column and not the tongue.Percussion accents are to played with more emphasis than non-accented notes, but shouldn’t be perceived as being much louder. Timpani is only two pitches and is optional. The piece will not suffer at all if you don’t have access to Timpani or a timpanist. Bells cover a wide range…the lower octave sections should not be played louder just because they’re low pitched, as those notes will still be appropriately heard while supporting the melody. Do not use brass mallets. Balter 10 Phenolic mallets or equivalent (such as clear Balter Lexan or white Medium Hard Poly models) are most appropriate.Think of the m. 10 accented quarter notes tied to the half notes (and similar later examples) as being akin to Horn rips in a Hollywood movie. They are to be emphasized slightly but should not be blaring. Even though they are the only things happening on counts 2 and 3, care must be given that the young players don’t get carried away and give them more emphasis than is musically desired.At m. 21, be careful that the bass line isn’t plodding or over-emphasized due to the accents. Those players should be aware of the sudden drop in volume and lack of accents at m. 25. Attention to sudden dynamic shifts will add interest to the piece and present a more musical performance. Throughout this entire section, try to get all winds to sustain a single breath through four bars until the breath marks. If they are unable to do so, please explain the concept of staggered breathing between members of their section.There may be a tendency among the players to blast out m. 57 to the end. Notes should have more power than the section from mm. 21-56, but are still to be approached musically. Explaining such concepts during their early musical development will go far in helping them develop good traits that will pay off dividends in the future.
SKU: WN.OR008A
ISBN 9790570743759.
An unapologetically tangoey Tango, first conceived as a warm-up piece for a group of over 150 flautists at the Birmingham Flute Choir Festival in March 2024, and here presented in a slightly smaller, more accessible version, without the Contra Flutes. The strident minor key 'A' section featuring, initially, the 1st and 2nd Flutes alternates with a more dolce, lyrical 'B' theme, which is first presented by the 4th Flutes and Alto Flutes. Everybody gets a chance for melodic material though, and there is plenty to work on in term of dynamics, articulation and style. Very enjoyable to play, and to listen to!
SKU: AP.48664
ISBN 9781470643720. UPC: 038081559353. English.
Adaptable and flexible to your unique needs, Solos, Duets & Trios for Winds is a versatile series that encourages playing in a variety of combinations. Featuring three written parts for every song, the arrangements are designed so that the top line is the melody (Part 1), the second line (Part 2) creates a duet, and the third line (Part 3) forms a trio. You can play solo parts alone or form small wind ensembles by mixing and matching instrumentation, as well as mixing the parts played. The accompanying online media includes fully orchestrated backing tracks, PDF files with piano accompaniments, and TNT 2 software, which features the ability to change the speed of the recordings without changing the pitch. Titles: Amazing Grace * America (My Country 'Tis of Thee) * America the Beautiful * Armed Forces Medley: The Army Goes Rolling Along/Marines' Hymn/Anchors Aweigh * Battle Hymn of the Republic * Columbia, the Gem of the Ocean * Eternal Father, Strong to Save * The Liberty Bell * National Emblem * Semper Fidelis * The Stars and Stripes Forever * The Star-Spangled Banner * The Washington Post * The Yankee Doodle Boy * You're a Grand Old Flag.
SKU: AP.48656
ISBN 9781470643683. UPC: 038081559315. English.
SKU: AP.48660
ISBN 9781470643706. UPC: 038081559339. English.
SKU: CF.CPS251F
ISBN 9781491159880. UPC: 680160918478.
About the Music Semper Gratus is Latin for always grateful. The piece was written in honor of James E. Champion, who taught band for thirty-eight years, twenty-five of which were spent in Florence, Alabama, where he was my elementary school and high school band director. His bands consistently achieved superior ratings throughout his career. He holds multi-decade-spanning memberships in professional music education organizations, continues to serve in helping with Alabama Bandmasters Association events, and conducts and performs in various community bands and ensembles. As my band director at Bradshaw High School, Mr. Champion encouraged me to perform one of my first compositions, a clarinet quartet, at solo/ensemble festival. He taught his students the fundamentals of music, the technical aspects of performance, and exposed them to the great standards of band literature. But in doing so, he also modeled leadership, work-ethic, good character, and fostered the love of the activity of band that led me to choose music education as a career. And for that, I will always be grateful. Performance Notes Measures 1-12: The beginning of the piece should be performed in a majestic, fanfare-like style. The woodwind cues should only be used if absolutely needed during this section. Measures 41-58: The concert toms should establish a presence, but not overpower the winds. The triangle and woodblock parts should be heard distinctly over the concert toms. A higher pitched woodblock should be used for this section. (A set of claves could be used in place of the woodblock if desired.) Measures 59-94: The entirety of the middle section should be played in a rubato style to maximize musical expression, exaggerating dynamics and ritardando sections. The quarter-note triplets in the middle and low winds should be emphasized at m. 70. The molto ritardando that begins at m. 70 should be allowed to build as long as possible in m. 71 before reaching the musical apex of the middle section at m. 72. At mm. 92-94, depending on the size of the ensemble, you may want to limit the number of players (or put one per part) to achieve the most delicate sound possible. Measures 95-End: In mm. 99-107, be sure that the eighth-note running mallet parts are heard as a background texture, but do not overpower the winds. In mm. 114-115, the accents on beats 2 and 4 in the lower winds should be exaggerated to contrast the feel of the previous four measures. In m. 118, all winds should cut off and breathe on beat two for maximum impact on the next three measures.About the MusicSemper Gratus is Latin for “always grateful.†The piece was written in honor of James E. Champion, who taught band for thirty-eight years, twenty-five of which were spent in Florence, Alabama, where he was my elementary school and high school band director. His bands consistently achieved superior ratings throughout his career. He holds multi-decade-spanning memberships in professional music education organizations, continues to serve in helping with Alabama Bandmasters Association events, and conducts and performs in various community bands and ensembles. As my band director at Bradshaw High School, Mr. Champion encouraged me to perform one of my first compositions, a clarinet quartet, at solo/ensemble festival. He taught his students the fundamentals of music, the technical aspects of performance, and exposed them to the great standards of band literature. But in doing so, he also modeled leadership, work-ethic, good character, and fostered the love of the activity of band that led me to choose music education as a career. And for that, I will always be grateful.Performance NotesMeasures 1-12:  The beginning of the piece should be performed in a majestic, fanfare-like style. The woodwind cues should only be used if absolutely needed during this section.Measures 41-58:  The concert toms should establish a presence, but not overpower the winds.  The triangle and woodblock parts should be heard distinctly over the concert toms. A higher pitched woodblock should be used for this section. (A set of claves could be used in place of the woodblock if desired.) Measures 59-94:  The entirety of the middle section should be played in a rubato style to maximize musical expression, exaggerating dynamics and ritardando sections.  The quarter-note triplets in the middle and low winds should be emphasized at m. 70.  The molto ritardando that begins at m. 70 should be allowed to build as long as possible in m. 71 before reaching the musical apex of the middle section at m. 72. At mm. 92–94, depending on the size of the ensemble, you may want to limit the number of players (or put one per part) to achieve the most delicate sound possible.Measures 95-End:  In mm. 99–107, be sure that the eighth-note running mallet parts are heard as a background texture, but do not overpower the winds. In mm. 114–115, the accents on beats 2 and 4 in the lower winds should be exaggerated to contrast the feel of the previous four measures.  In m. 118, all winds should cut off and breathe on beat two for maximum impact on the next three measures.
SKU: CF.CPS251
ISBN 9781491159873. UPC: 680160918461.
SKU: RM.DEVO02133-BA
ISBN 9790231021332.
SKU: RM.BROU02445-BA
ISBN 9790231024456.
SKU: RM.DEVO02178-BA
ISBN 9790231021783.
Conducteur BT Partie separee R.
SKU: RM.JOUB01964-BA
ISBN 9790231019643.
SKU: BT.WH32954
ISBN 9788759875476. English.
Bent Lorentzen's Winds - Version B for Performers.
This was originally written as an instrumental theatre piece for The Danish Wind Quintet, but at the request from MW2 inCracow hasbeen revised to a more universal and flexible version... (Bent Lorentzen).
SKU: CZ.9781548508913
ISBN 9781548508913.
Orchestra Folio is a collection of elementary orchestra arrangements with free online mp3 accompaniment tracks. The collection is written for strings and winds (orchestra) but some arrangements can also be use with smaller groups (strings only or winds only).
SKU: HH.HH250-CON
ISBN 9790708059998.
Written for the Wirral Schools' Concert Band in 1987, Strong Winds, Gentle Airs is built, as the title suggests, from two types of material – one forceful and rhythmic, the other more relaxed, with slow moving, almost static harmonies. In revising the piece for publication, the composer has endeavoured to retain as much of the original character as possible.
SKU: ST.EM35B
ISBN 9790220211652.
Organist of St George's, Windsor, and successor to the famous Marbecke, Mundy was amongst the earliest of the English madrigalists. There are 12 madrigals in this collection, ranging from Of all the birds, a tribute to William Byrd, to In deep distress and the tragic setting of words written by Chideock Tichborne on the eve of his execution in the Tower of London, My prime of youth. The volume also contains 25 psalms in three, four, and five parts. CONTENTS As I went walking (SAT) Blessed art thou (SAT) Have mercy on me, O Lord (SSATB) Hear my prayer, O Lord (STB) Heigh Ho! 'chill go to plough (SSAB) I lift my heart to thee (SSAT) In deep distress (SATB) In midst of woods (SSATB) Lightly she whipped o'er the dales (SSATB) Lord arise and help thy servant (SSATB) Lord to thee I make my moan (SATB) My prime of youth (SATB) O all ye nations (S (or A) AT) O come let us lift up our voice (SAT) O Lord of whom I do depend (SSAT) O Lord turn not away thy face (SAT) Of all the birds (SAT) Penelope that longed (SSATB) Praise the Lord, O my soul (SAT) Save me, O God (SAT) Sing ye unto the Lord (SSAT) The black-bird made (SSATB) The longer that I live (SSAT) The Shepherd Stephon (S solo, A. viol, T. viol, B. viol) Thus art thou bless'd (SAT) Turn about and see me (SA (or T) T) Unto thee lift I up mine eyes (SSATB) Were I a king (SATBB) Who loves a life (SSATB) Witness ye heav'ns (S solo, A. viol, T. viol, B. viol) Ye people all in one accord (SAB).
SKU: CF.CPS235F
ISBN 9781491158098. UPC: 680160916696. 9 x 12 inches.
The adancea is a bright, lively Gigue (or Jig, dotted quarter note = 78), a dance form derived from the German Geige. After the introduction, the opening theme is stated at m. 9 (winds and trumpet) and re-appears at m. 25 (low brass) along with its variations at m. 33. The ritardando at m. 41 leads to the Ayre (Concert Db) at m. 44, with an opening alto saxophone solo which slowly expands to full ensemble at m. 59. Ayre presents the conductor with a great deal of latitude in regards to interpretation (ritardando, rallentando, etc.). The opening theme returns at m. 75 and to its conclusion at m. 94.The dance is a bright, lively Gigue (or Jig, dotted quarter note = 78), a dance form derived from the German Geige. After the introduction, the opening theme is stated at m. 9 (winds and trumpet) and re-appears at m. 25 (low brass) along with its variations at m. 33. The ritardando at m. 41 leads to the Ayre (Concert Db) at m. 44, with an opening alto saxophone solo which slowly expands to full ensemble at m. 59. Ayre presents the conductor with a great deal of latitude in regards to interpretation (ritardando, rallentando, etc.). The opening theme returns at m. 75 and to its conclusion at m. 94.The “dance†is a bright, lively Gigue (or Jig, dotted quarter note = 78),a dance form derived from the German Geige. After the introduction, the opening theme is stated at m. 9 (winds and trumpet) and re-appears at m. 25 (low brass) along with its variations at m. 33. The ritardando at m. 41 leads to the Ayre (Concert Db) at m. 44, with an opening alto saxophone solo which slowly expands to full ensemble at m. 59. Ayre presents the conductor with a great deal of latitude in regards to interpretation (ritardando, rallentando, etc.). The opening theme returns at m. 75 and to its conclusion at m. 94.
SKU: CF.CPS235
ISBN 9781491158081. UPC: 680160916689. 9 x 12 inches.
SKU: CL.CTS-8059-00
The original of this arrangement continues to be one of Claude T. Smith’s most performed works. The opening theme sparkles with rhythmic energy and harmonic structure that never grow old. The Andante section is a beautiful contrast to the main theme occurring in neighboring sections. This flexible arrangement allows ensembles to perform the work with as few as thirteen musicians providing accessibility and flexibility for numerous instrumentation needs, while still allowing a full ensemble sound. *The posted recording is based on the full band scoring but aligns with the suggested preferences for either woodwinds/strings or brass suggested in the score.
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