SKU: CF.CPS233

ISBN 9781491156322. UPC: 680160914869. 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.   .

SKU: CF.BPS137

ISBN 9781491158487. UPC: 680160917082. 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: BT.DHP-1125341-130

9x12 inches. English-German-French-Dutch.

Since most of the bands competing in the 4th Section of the Dutch National Championships have many young players, this piece is stylistically youthful— especially in the opening and closing sections. An arpeggio pattern appears numerous times in all registers and is the basic musical element of the main melody, alternating with a second theme that has a slightly different melodic character. The middle section is conceived like a chorale, introduced and developed stepwise: firstly with short patterns and gradually in increasingly long snippets, until it’s played in its glorious entirety at measure 216. No real solo passages are included but rather small chambercombinations, thus offering the opportunity to various players to display their technical and performance skills. The finale recaptures musical material from the first section of the piece and provides a majestic conclusion.

Vermits de meeste bands die aan het jaarlijkse NBK (Nederlandse Brass Band Kampioenschappen) deelnemen veel jonge muzikanten in hun rangen hebben, is dit werk overwegend jeugdig van karakter - vooral in de hoekdelen. Een arpeggio-figuur vormt de basis van het hoofdthema en het verschijnt in alle registers. Een tweede muzikaal gegeven dialogeert met die hoofdmelodie: samen stofferen ze de openingssectie van het werk. Dan volgt een koraalmatig middendeel: stapsgewijs worden korte en nadien steeds langere melodische fragmenten aan elkaar geregen tot de koraal in haar volle pracht integraal weerklinkt aan maat 205. Echte solopassages komen niet voor in dit werk, maar viadiverse kleine kamermuziek-combinaties wordt aan diverse musici de mogelijkheid geboden hun muzikale kwaliteiten te etaleren. In de laatste beweging worden een aantal muzikale bouwstenen van het begindeel hernomen en verder uitgewerkt om dan te besluiten in een majestueus slot.

SKU: CF.SPS95

ISBN 9781491161302. UPC: 680160919895.

Written to commemorate the 80th Anniversary of the surprise attack on the American Pacific Fleet, Remembering Pearl Harbor is a stirring tribute honoring the heroes of the date which will live in infamy- December 7, 1941. Like flying over the Pacific, the opening bars seemingly soar back in time. The composition takes the listener on a moving journey from the precarious moments before the fateful attack, through the air strike and resulting aftermath. The musical voyage begins with chimes, signifying the hour of the attack that Sunday morning, developing into the heroic main theme representing the Spirit of America. A rousing version of Anchors Aweigh takes us to the naval base at Pearl Harbor and the activities of the day. By the end of Anchors Aweigh, the mood seems to change, foreshadowing the fate of the U.S. fleet. Next, the haunting theme of the Japanese National Anthem is heard and the distant sound of propellers as they approach. When the planes arrive, the battle rages until there is total destruction. Countless people lost their lives on this tragic day. The playing of Taps and the Navy Hymn, Eternal Father, Strong to Save is presented as an homage to those who perished. Following this solemn moment, the American spirit begins to rise as they come together to defeat the enemy. As the U.S. triumphs in the end, we hear fragments of many American tunes depicting the strength and resilience of the American People. You may want to consider using portions of Franklin Delano Roosevelt's famous speech to enhance your performance. The following sections are suggested: Measure 46: Yesterday, December 7th, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan. Measure 83: The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. Measure 105: No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory..
Written to commemorate the 80th Anniversary of the surprise attack on the American Pacific Fleet, Remembering Pearl Harbor is a stirring tribute honoring the heroes of the “date which will live in infamy”- December 7, 1941. Like flying over the Pacific, the opening bars seemingly soar back in time. The composition takes the listener on a moving journey from the precarious moments before the fateful attack, through the air strike and resulting aftermath.The musical voyage begins with chimes, signifying the hour of the attack that Sunday morning, developing into the heroic main theme representing the Spirit of America. A rousing version of Anchors Aweigh takes us to the naval base at Pearl Harbor and the activities of the day. By the end of Anchors Aweigh, the mood seems to change, foreshadowing the fate of the U.S. fleet.  Next, the haunting theme of the Japanese National Anthem is heard and the distant sound of propellers as they approach. When the planes arrive, the battle rages until there is total destruction. Countless people lost their lives on this tragic day. The playing of Taps and the Navy Hymn, Eternal Father, Strong to Save is presented as an homage to those who perished.Following this solemn moment, the American spirit begins to rise as they come together to defeat the enemy. As the U.S. triumphs in the end, we hear fragments of many American tunes depicting the strength and resilience of the American People.You may want to consider using portions of Franklin Delano Roosevelt’s famous speech to enhance your performance.  The following sections are suggested:Measure 46: “Yesterday, December 7th, 1941 – a date which will live in infamy – the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan.”Measure 83: “The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost.”Measure 105: “No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.”.

SKU: BT.DHP-1074321-030

9x12 inches. English-German.

This programmatic piece tells the biblical story of the fall of Jericho. The music paints a vivid picture of the procession of armed men and seven priests marching around the city for seven days, before blowing their trumpets and to the cheers of the crowds watching as the walls came tumbling down. A dazzling opening work for any concert.

In Trumpets of Jericho staat het Bijbelse verhaal over Jericho centraal. Zes dagen trokken gewapenden en priesters met de Ark rond de stad, gevolgd door het volk der Israëlieten, terwijl de priesters op ramshorens bliezen.Op dag zeven trok de stoet zeven maal rond de stad - en toen de priesters bij de zevende maal op de horens bliezen, stortten de stadsmuren in. Dit arrangement begint met een kleine trom en suggereert een optocht vanuit de verte. Steedsmeer instrumenten sluiten zich aan. Het groot koper, de middengroep en het slagwerk stellen de Israëlieten voor. De cornetten verklanken de gewapenden en de priesters met hun ramshorens.

Trumpets of Jericho ist ein programmatisches Stück über den Fall der Mauern von Jericho. Sieben Tage lang marschierte das Volk Israel schweigend um die Stadt herum, während die Priester in ihre Trompeten aus Widderhörnern bliesen, bis die Mauern schlie�lich einstürzten. Mit kleinen Trommeln und den Bass-, Tenor- und Altinstrumenten für den schweigsamen Marsch sowie Kornetten für die Priester und Soldaten wird die spannende biblische Erzählung in diesem Stück lebendig.

Trumpets of Jericho est une ?uvre programme du compositeur et tromboniste uruguayen Enrique Crespo (1941). Jéricho est, selon le récit biblique, la première ville du pays de Canaan conquise par Josué et les Hébreux vers 1200 avant J.-C. Le livre de Josué relate la prise de Jéricho et comment, le septième jour - après avoir fait le tour de la cité en silence une fois pendant six jours - les murailles de la ville s'effondrèrent par la simple volonté divine après la procession, sept fois autour de la cité, de l'arche d'Alliance et de sept prêtres sonnant sept chofars (trompettes). La version musicale du récit est dâ??une grande intensité.

SKU: CF.SPS95F

ISBN 9781491161845. UPC: 680160920525.

Written to commemorate the 80th Anniversary of the surprise attack on the American Pacific Fleet, Remembering Pearl Harbor is a stirring tribute honoring the heroes of the date which will live in infamy- December 7, 1941. Like flying over the Pacific, the opening bars seemingly soar back in time. The composition takes the listener on a moving journey from the precarious moments before the fateful attack, through the air strike and resulting aftermath. The musical voyage begins with chimes, signifying the hour of the attack that Sunday morning, developing into the heroic main theme representing the Spirit of America. A rousing version of Anchors Aweigh takes us to the naval base at Pearl Harbor and the activities of the day. By the end of Anchors Away, the mood seems to change, foreshadowing the fate of the U.S. fleet. Next, the haunting theme of the Japanese National Anthem is heard and the distant sound of propellers as they approach. When the planes arrive, the battle rages until there is total destruction. Countless people lost their lives on this tragic day. The playing of Taps and the Navy Hymn, Eternal Father, Strong to Save is presented as an homage to those who perished. Following this solemn moment, the American spirit begins to rise as they come together to defeat the enemy. As the U.S. triumphs in the end, we hear fragments of many American tunes depicting the strength and resilience of the American People. You may want to consider using portions of Franklin Delano Roosevelt's famous speech to enhance your performance. The following sections are suggested: Measure 46: Yesterday, December 7th, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan. Measure 83: The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. Measure 105: No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory..
Written to commemorate the 80th Anniversary of the surprise attack on the American Pacific Fleet, Remembering Pearl Harbor is a stirring tribute honoring the heroes of the “date which will live in infamy”- December 7, 1941. Like flying over the Pacific, the opening bars seemingly soar back in time. The composition takes the listener on a moving journey from the precarious moments before the fateful attack, through the air strike and resulting aftermath.The musical voyage begins with chimes, signifying the hour of the attack that Sunday morning, developing into the heroic main theme representing the Spirit of America. A rousing version of Anchors Aweigh takes us to the naval base at Pearl Harbor and the activities of the day. By the end of Anchors Away, the mood seems to change, foreshadowing the fate of the U.S. fleet.  Next, the haunting theme of the Japanese National Anthem is heard and the distant sound of propellers as they approach. When the planes arrive, the battle rages until there is total destruction. Countless people lost their lives on this tragic day. The playing of Taps and the Navy Hymn, Eternal Father, Strong to Save is presented as an homage to those who perished.Following this solemn moment, the American spirit begins to rise as they come together to defeat the enemy. As the U.S. triumphs in the end, we hear fragments of many American tunes depicting the strength and resilience of the American People.You may want to consider using portions of Franklin Delano Roosevelt’s famous speech to enhance your performance.  The following sections are suggested:Measure 46: “Yesterday, December 7th, 1941 – a date which will live in infamy – the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan.”Measure 83: “The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost.”Measure 105: “No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.”.

SKU: BR.DLV-3496

Nearly all of the orchestral arrangements were made years after the original compositions. Yet even though the arrangements were made in a very short period of time, Sibelius handled the combination of solo voice and orchestra with equal mastery.

ISBN 9790004801666. 9 x 12 inches. Swedish / German.

Sibelius made most of the orchestral versions of his songs for the soprano Ida Ekman (1875-1942), the incomparable Sibelius singer the composer called her in a dedication written in a score. Ida Ekman gave the first performance of the orchestral version of Se'n har jag ej fragat mera on March 30, 1914, in Turku. Idas husband Karl conducted the orchestra of the Turku Musical Society.Nearly all of the orchestral arrangements were made years after the original compositions for voice and piano. Yet even though the arrangements were made in a very short period of time, Sibelius handled the combination of solo voice and orchestra in all songs with equal mastery, sometimes creating dark and dramatic atmospheres (in Pa verandan vid havet), sometimes radiant, colorful impressions (in Soluppgang), or light-colored, transparent textures (in Varen flyktar hastigt), and always basing his ideas on the poetic idea of the song while discovering refined ways of supporting it.In most cases, Sibelius used a comparatively small orchestra: Varen flyktar hastigt has only two flute and four horns added to the strings.

Nearly all of the orchestral arrangements were made years after the original compositions. Yet even though the arrangements were made in a very short period of time, Sibelius handled the combination of solo voice and orchestra with equal mastery.

SKU: BT.DHP-0890139-030

This fantasy tells the story of Oregon, one of Americas north-western states. Traveling by train on the Northern Pacific Railroad, the listener is taken through the fascinating Oregon landscape. Indians, cowboys, golddiggers and hooded wagons willfile past on this adventurous journey. The piece has some similarities with a soundtrack of a movie. Various melodies, which could be the main themes of a movie, pass the review.The piece begins in a slow movement, introducing the first theme inminor. Then we hear in the following fast movement the trombones imitate the train, whistling the steam-flute. We hear the characteristic minor theme again, but now in different variants(also in major). The rythmic structure of western stile androck succeed each other. This is leading to the slow movement, where the signals of horns and trumpets introduce a wonderful vocal melody. After this characteristic melody, the fast movement appears shortly again, the trombones whistling thesteam-flute again (now in major). We hear also some musical elements, that plays a part in the following Presto. Barchanges, jazzy chords, interesting rhytmic patterns (with bongo) and an original theme are the characteristics of this Presto. Afterthis, the horns announce the last section of the piece. Interesting is the fact that we hear in this Allegro section a variant of the vocal melody in the slow movement. Also the Presto theme returns shortly, followed by the Allargando, which is agrand characteristic end of a soundtrack. The movie of our travelling fantasy has come to an end.

Deze fantasie vertelt het verhaal van Oregon, een van de noordwestelijke staten van Amerika. Een treinreis over de Northern Pacific Railroad voert de luisteraar mee door het boeiende landschap van Oregon. Tijdens deze avontuurlijke reis isdromen over een ver verleden onvermijdelijk. Indianen, cowboys, goudzoekers en huifkarren met paarden ervoor passeren hierbij de revue. Het werk heeft overeenkomsten met de soundtrack van een film.

In Oregon entführt Sie Jacob de Haan auf eine abenteuerliche Zugfahrt durch die faszinierende Landschaft einer der nordwestlichen Staaten Amerikas. Ein langsames Thema in Moll, gepaart mit Variationen in Western- und Rockrhythmen undmelodiösen Passagen sind nur einige der Elemente, die diese Reise so spannend und abwechslungsreich gestalten.

Cette pièce est un voyage musical travers lâ??Oregon, Ã?tat du nord-ouest des Ã?tats-Unis. bord dâ??un train de la Northern Pacific Railroad, lâ??auditeur est invité découvrir les paysages somptueux de lâ??Oregon. Au fil du trajet, sur la route empruntéepar les chariots des pionniers, on rencontre des Indiens, des cowboys et des chercheurs dâ??or. Et la musique prend la forme dâ??une aventure digne dâ??un western.

SKU: GI.G-7850

ISBN 9781579998059. English.

Adventures with Music Book 1 A new adventure series where the heroes are young musicians! Dale and his friends waited for this moment, and now it was here: they were finally old enough to play an instrument. Little did Dale know that his decision to play the cornet would take him on an adventure of a lifetime... This first book in The Adventures with Music Series begins in the U.S. during World War II. Paul and Ann Kimpton bring to life this unforgettable story about best friends, their dog Scout, bike rides, forts, foot races, and heroism—capturing the spirit of a remarkable time and the sheer joy of making music Excerpt from the book... The Conn instrument factory was on fire, and only one person could save the town.... Hurry, Dale! You have no time to spare! Grandpa warned as Dale hopped on his bike. He put the bugle to his lips, but nothing came out. Remember what you have been taught, Grandpa advised. Dale licked his lips and tried again. This time the Fire Call came out loud and clear. The sound echoed across the valley. Grandpa shouted, Now ride to each corner and play it as loud as you can. This is going to be your most important performance ever! Paul Kimpton grew up in a musical family and was a band director in Illinois for 34 years. His father Dale was a band director and professor at the University of Illinois, and his mother Barbara was a vocalist. When Paul is not writing, he is reading or enjoying the outdoors. Ann Kimpton played French horn through college and went on to be a mother, teacher, and high school administrator. Her parents, Henry and Maryalyce Kaczkowski, both educators, instilled an appreciation for the fine arts and the outdoors in all of their children. How to use the Adventures with Music series: 1. Parents, Teachers, Librarians: Intended for intermediate readers in grades 4 through 8, these books capture the interests of both boys and girls. The series fosters a love of reading while exposing students to American history and the foundations of music. The musician characters provide positive role models for any child, but especially students who like music or play an instrument. 2. General Music Classroom: Support reading across the curriculum in your classroom! The Adventures with Music series promotes musicians as can-do kids. Musical concepts are embedded throughout each high-interest story, thus reinforcing what students are learning in your classroom. Provide your students with a background rich in music history in an exciting context. The books are written to appeal to a variety of reading levels, and as a result, support differentiated instruction in your classroom. 3. Instrumental Music Teachers: Build interest when recruiting beginners, and maintain that excitement, as students develop their musical skills. The Adventures with Music series provides students with positive role models of well-rounded, active musicians. Students see how music can be an essential part of their lives and are drawn to the exciting stories that reinforce the concepts they will encounter when they play an instrument. The series’ characters learn to read music, rehearse, and persevere all while developing leadership skills in their school’s music program. Music history is woven throughout, helping you keep the legacy of music alive for young musicians.  .