| Concerto - Piano And Orchestra - Solo Part Schott
Piano and orchestra - difficult SKU: HL.49046544 For piano and orchest...(+)
Piano and orchestra - difficult SKU: HL.49046544 For piano and orchestra. Composed by Gyorgy Ligeti. This edition: Saddle stitching. Sheet music. Edition Schott. Softcover. Composed 1985-1988. Duration 24'. Schott Music #ED23178. Published by Schott Music (HL.49046544). ISBN 9781705122655. UPC: 842819108726. 9.0x12.0x0.224 inches. I composed the Piano Concerto in two stages: the first three movements during the years 1985-86, the next two in 1987, the final autograph of the last movement was ready by January, 1988. The concerto is dedicated to the American conductor Mario di Bonaventura. The markings of the movements are the following: 1. Vivace molto ritmico e preciso 2. Lento e deserto 3. Vivace cantabile 4. Allegro risoluto 5. Presto luminoso.The first performance of the three-movement Concerto was on October 23rd, 1986 in Graz. Mario di Bonaventura conducted while his brother, Anthony di Bonaventura, was the soloist. Two days later the performance was repeated in the Vienna Konzerthaus. After hearing the work twice, I came to the conclusion that the third movement is not an adequate finale; my feeling of form demanded continuation, a supplement. That led to the composing of the next two movements. The premiere of the whole cycle took place on February 29th, 1988, in the Vienna Konzerthaus with the same conductor and the same pianist. The orchestra consisted of the following: flute, oboe, clarinet, bassoon, horn, trumpet, tenor trombone, percussion and strings. The flautist also plays the piccoIo, the clarinetist, the alto ocarina. The percussion is made up of diverse instruments, which one musician-virtuoso can play. It is more practical, however, if two or three musicians share the instruments. Besides traditional instruments the percussion part calls also for two simple wind instruments: the swanee whistle and the harmonica. The string instrument parts (two violins, viola, cello and doubles bass) can be performed soloistic since they do not contain divisi. For balance, however, the ensemble playing is recommended, for example 6-8 first violins, 6-8 second, 4-6 violas, 4-6 cellos, 3-4 double basses. In the Piano Concerto I realized new concepts of harmony and rhythm. The first movement is entirely written in bimetry: simultaneously 12/8 and 4/4 (8/8). This relates to the known triplet on a doule relation and in itself is nothing new. Because, however, I articulate 12 triola and 8 duola pulses, an entangled, up till now unheard kind of polymetry is created. The rhythm is additionally complicated because of asymmetric groupings inside two speed layers, which means accents are asymmetrically distributed. These groups, as in the talea technique, have a fixed, continuously repeating rhythmic structures of varying lengths in speed layers of 12/8 and 4/4. This means that the repeating pattern in the 12/8 level and the pattern in the 4/4 level do not coincide and continuously give a kaleidoscope of renewing combinations. In our perception we quickly resign from following particular rhythmical successions and that what is going on in time appears for us as something static, resting. This music, if it is played properly, in the right tempo and with the right accents inside particular layers, after a certain time 'rises, as it were, as a plane after taking off: the rhythmic action, too complex to be able to follow in detail, begins flying. This diffusion of individual structures into a different global structure is one of my basic compositional concepts: from the end of the fifties, from the orchestral works Apparitions and Atmospheres I continuously have been looking for new ways of resolving this basic question. The harmony of the first movement is based on mixtures, hence on the parallel leading of voices. This technique is used here in a rather simple form; later in the fourth movement it will be considerably developed. The second movement (the only slow one amongst five movements) also has a talea type of structure, it is however much simpler rhythmically, because it contains only one speed layer. The melody is consisted in the development of a rigorous interval mode in which two minor seconds and one major second alternate therefore nine notes inside an octave. This mode is transposed into different degrees and it also determines the harmony of the movement; however, in closing episode in the piano part there is a combination of diatonics (white keys) and pentatonics (black keys) led in brilliant, sparkling quasimixtures, while the orchestra continues to play in the nine tone mode. In this movement I used isolated sounds and extreme registers (piccolo in a very low register, bassoon in a very high register, canons played by the swanee whistle, the alto ocarina and brass with a harmon-mute' damper, cutting sound combinations of the piccolo, clarinet and oboe in an extremely high register, also alternating of a whistle-siren and xylophone). The third movement also has one speed layer and because of this it appears as simpler than the first, but actually the rhythm is very complicated in a different way here. Above the uninterrupted, fast and regular basic pulse, thanks to the asymmetric distribution of accents, different types of hemiolas and inherent melodical patterns appear (the term was coined by Gerhard Kubik in relation to central African music). If this movement is played with the adequate speed and with very clear accentuation, illusory rhythmic-melodical figures appear. These figures are not played directly; they do not appear in the score, but exist only in our perception as a result of co-operation of different voices. Already earlier I had experimented with illusory rhythmics, namely in Poeme symphonique for 100 metronomes (1962), in Continuum for harpsichord (1968), in Monument for two pianos (1976), and especially in the first and sixth piano etude Desordre and Automne a Varsovie (1985). The third movement of the Piano Concerto is up to now the clearest example of illusory rhythmics and illusory melody. In intervallic and chordal structure this movement is based on alternation, and also inter-relation of various modal and quasi-equidistant harmony spaces. The tempered twelve-part division of the octave allows for diatonical and other modal interval successions, which are not equidistant, but are based on the alternation of major and minor seconds in different groups. The tempered system also allows for the use of the anhemitonic pentatonic scale (the black keys of the piano). From equidistant scales, therefore interval formations which are based on the division of an octave in equal distances, the twelve-tone tempered system allows only chromatics (only minor seconds) and the six-tone scale (the whole-tone: only major seconds). Moreover, the division of the octave into four parts only minor thirds) and three parts (three major thirds) is possible. In several music cultures different equidistant divisions of an octave are accepted, for example, in the Javanese slendro into five parts, in Melanesia into seven parts, popular also in southeastern Asia, and apart from this, in southern Africa. This does not mean an exact equidistance: there is a certain tolerance for the inaccurateness of the interval tuning. These exotic for us, Europeans, harmony and melody have attracted me for several years. However I did not want to re-tune the piano (microtone deviations appear in the concerto only in a few places in the horn and trombone parts led in natural tones). After the period of experimenting, I got to pseudo- or quasiequidistant intervals, which is neither whole-tone nor chromatic: in the twelve-tone system, two whole-tone scales are possible, shifted a minor second apart from each other. Therefore, I connect these two scales (or sound resources), and for example, places occur where the melodies and figurations in the piano part are created from both whole tone scales; in one band one six-tone sound resource is utilized, and in the other hand, the complementary. In this way whole-tonality and chromaticism mutually reduce themselves: a type of deformed equidistancism is formed, strangely brilliant and at the same time slanting; illusory harmony, indeed being created inside the tempered twelve-tone system, but in sound quality not belonging to it anymore. The appearance of such slantedequidistant harmony fields alternating with modal fields and based on chords built on fifths (mainly in the piano part), complemented with mixtures built on fifths in the orchestra, gives this movement an individual, soft-metallic colour (a metallic sound resulting from harmonics). The fourth movement was meant to be the central movement of the Concerto. Its melodc-rhythmic elements (embryos or fragments of motives) in themselves are simple. The movement also begins simply, with a succession of overlapping of these elements in the mixture type structures. Also here a kaleidoscope is created, due to a limited number of these elements - of these pebbles in the kaleidoscope - which continuously return in augmentations and diminutions. Step by step, however, so that in the beginning we cannot hear it, a compiled rhythmic organization of the talea type gradually comes into daylight, based on the simultaneity of two mutually shifted to each other speed layers (also triplet and duoles, however, with different asymmetric structures than in the first movement). While longer rests are gradually filled in with motive fragments, we slowly come to the conclusion that we have found ourselves inside a rhythmic-melodical whirl: without change in tempo, only through increasing the density of the musical events, a rotation is created in the stream of successive and compiled, augmented and diminished motive fragments, and increasing the density suggests acceleration. Thanks to the periodical structure of the composition, always new but however of the same (all the motivic cells are similar to earlier ones but none of them are exactly repeated; the general structure is therefore self-similar), an impression is created of a gigantic, indissoluble network. Also, rhythmic structures at first hidden gradually begin to emerge, two independent speed layers with their various internal accentuations. This great, self-similar whirl in a very indirect way relates to musical associations, which came to my mind while watching the graphic projection of the mathematical sets of Julia and of Mandelbrot made with the help of a computer. I saw these wonderful pictures of fractal creations, made by scientists from Brema, Peitgen and Richter, for the first time in 1984. From that time they have played a great role in my musical concepts. This does not mean, however, that composing the fourth movement I used mathematical methods or iterative calculus; indeed, I did use constructions which, however, are not based on mathematical thinking, but are rather craftman's constructions (in this respect, my attitude towards mathematics is similar to that of the graphic artist Maurits Escher). I am concerned rather with intuitional, poetic, synesthetic correspondence, not on the scientific, but on the poetic level of thinking. The fifth, very short Presto movement is harmonically very simple, but all the more complicated in its rhythmic structure: it is based on the further development of ''inherent patterns of the third movement. The quasi-equidistance system dominates harmonically and melodically in this movement, as in the third, alternating with harmonic fields, which are based on the division of the chromatic whole into diatonics and anhemitonic pentatonics. Polyrhythms and harmonic mixtures reach their greatest density, and at the same time this movement is strikingly light, enlightened with very bright colours: at first it seems chaotic, but after listening to it for a few times it is easy to grasp its content: many autonomous but self-similar figures which crossing themselves. I present my artistic credo in the Piano Concerto: I demonstrate my independence from criteria of the traditional avantgarde, as well as the fashionable postmodernism. Musical illusions which I consider to be also so important are not a goal in itself for me, but a foundation for my aesthetical attitude. I prefer musical forms which have a more object-like than processual character. Music as frozen time, as an object in imaginary space evoked by music in our imagination, as a creation which really develops in time, but in imagination it exists simultaneously in all its moments. The spell of time, the enduring its passing by, closing it in a moment of the present is my main intention as a composer. (Gyorgy Ligeti). $34.00 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Exercises for Three Finger Banjo Banjo - Beginner Mel Bay
Composed by Jack Hatfield. Squareback saddle stitch. Book. Published by Mel Bay ...(+)
Composed by Jack Hatfield. Squareback saddle stitch. Book. Published by Mel Bay Publications, Inc (MB.99783).
$24.99 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| The Logical Mandolin Method Mandolin [Sheet music + Audio access] - Intermediate Mel Bay
Saddle-stitched, Tunebooks. Bluegrass. Book and online audio. 108 pages. Mel B...(+)
Saddle-stitched, Tunebooks.
Bluegrass. Book and online
audio. 108 pages. Mel Bay
Publications, Inc #30970M.
Published by Mel Bay
Publications, Inc
$22.99 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| The Total Rock Keyboardist Keyboard [Sheet music + CD] Alfred Publishing
Written by Joe Bouchard, Sheila Romeo. Instructional book and examples CD for ke...(+)
Written by Joe Bouchard, Sheila Romeo. Instructional book and examples CD for keyboard. 128 pages. Published by Alfred Publishing.
$19.95 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Harbor Music String Quartet: 2 violins, viola, cello [Score] Theodore Presser Co.
String Quartet SKU: PR.16400222S Composed by Dan Welcher. Full score (stu...(+)
String Quartet SKU: PR.16400222S Composed by Dan Welcher. Full score (study). With Standard notation. Duration 11 minutes. Theodore Presser Company #164-00222S. Published by Theodore Presser Company (PR.16400222S). UPC: 680160037841. This work follows my Quartet No. 1 by five years. In terms of style and aesthetic aim, however, it seems light years away. Where the first work, a 28-minute, four-movement piece, took aim at cosmic conflicts and heroic resolutions, the present work is intended as a kind of divertissment. Harbor Music lasts a mere eleven minutes, is cast in a single movement with six sections, and should leave both performers and listeners with a feeling of good humor and affection. The title comes from my experience as a guest in the magnificent city of Sydney, Australia. One of its most attractive features is its unique system of ferry boats: the city is laid out around a large, multi-channeled harbor, with destinations more easily approached by water than by land. Consequently, inhabitants of Sydney get around on small, people-friendly boats that come and go from the central docks at Circular Quay. During a week's visit in 1991, I must have boarded these boats at least a dozen times, always bound for a new location - the resort town of Manley, or the Zoo at Taronga Park, or the shopping district at Darling Harbour. In casting about for a form for my second string quartet, a kind of loose rondo came to mind. Each new destination would be approached from the same starting-out point (although there are subtle variations in the repeating theme; it's always in a new key, and the texture is never the same). The result, I hope, is a sense of constant new information presented with introductory frames of a more familiar nature. The embarkation theme, which begins the piece, is a sort of bi-tonal fanfare in which the violins are in G major and the viola and cello are in B-flat major. It is bold, eager, and forward-looking. The first voyage maintains this bi-tonality, beginning as a 9/8 due for second violin and viola in a kind of rocking motion -much as a boat produces when reaching the deeper water in the harbor. A sweet, nostalgic theme emerges over this rocking accompaniment. This music is developed somewhat, then transforms quickly into a much faster and lighter episode, filled with rising and falling scales (again, in differing keys). A scherzando interlude in short notes and changing meters provides contrast, and the episode ends with a reprise of the scales. The second embarkation follows, this time in A major/C major. It leads quickly into a very warm and slow theme, in wide-leaping intervals for the viola. This section is interrupted twice by solo cadenzas for the cello, suggesting distant boat-horns in major thirds. The end of the episode becomes a transition, with boat-horns leading into the final appearance of the embarkation music, this time in trills and tremolos instead of sharply accented chords. The nostalgic theme of the first episode makes a final appearance, serving now as a coda. The rocking motion continues, in a lullaby fashion, leaving us drowsy and satisfied on our homeward journey. Harbor Music was written for the Cavani Quartet, and is dedicated to Richard J. Bogomolny. Commissioned by his employees at First National Supermarkets as a gift, it represents a thank you from many of the people (including this composer) who have benefitted from his vision and generosity. An ardent advocate of chamber music (and a cellist himself), Mr. Bogomolny has for many years been Chairman of the Board of Chamber Music America. -- Dan Welcher. $25.99 - See more - Buy onlinePre-shipment lead time: 2 to 3 weeks | | |
| Refining The March Style Concert band - Easy Carl Fischer
Band Concert Band - Grade 2 SKU: CF.YPS105 Warm-Ups and Fundamentals(+)
Band Concert Band - Grade 2 SKU: CF.YPS105 Warm-Ups and Fundamentals. Composed by Larry Clark. Collate - FS SWS - spine: 3/4 or .75. Young Performance Series. Set of Score and Parts. With Standard notation. 16+4+8+8+4+10+4+4+8+8+8+12+4+6+2+2+4+2+20 pages. Duration 2 minutes, 53 seconds. Carl Fischer Music #YPS105. Published by Carl Fischer Music (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. $70.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Into the Golden Vessel of Great Song Choral SATB SATB, Piano Theodore Presser Co.
Choral SATB Choir and Piano SKU: PR.312418800 No. 4 from Second April<...(+)
Choral SATB Choir and Piano SKU: PR.312418800 No. 4 from Second April. Composed by Eric Ewazen. Octavo. Performance Score. Theodore Presser Company #312-41880. Published by Theodore Presser Company (PR.312418800). ISBN 9781491138151. UPC: 680160640225. Second April, by Edna St. Vincent Millay. Second April for S.A.T.B. Chorus and Piano is a four-movement set, based on the poetry of Edna St. Vincent Millay. Ewazen has long been enamored with her poetry's wonderfully vivid and descriptive imagery of nature and emotions, and its powerful and profound meaning. The final movement, INTO THE GOLDEN VESSEL OF GREAT SONG is an appassionato call to overcome! The poem exhorts us to “sing out” with hope, determination, and strength. The music contrasts turmoil and times of strife with a return to championing the idea of simply overcoming, going forward with hope and determination, with the closing music in major, resonant and strong. . SECOND APRIL for S.A.T.B. Chorus and Piano is a four-movement set, based on the poetry of Edna St. Vincent Millay. I have long been enamored with the poetry of Millay for its wonderfully vivid and descriptive imagery, and its often powerful and profound meaning. Millay’s descriptions of nature, and of feelings and emotions, have always spoken to me. SECOND APRIL consists of four of her poems, each with a distinctive mood, message, and emotional feel. They are vivid, powerful, and beautiful, inspiring me to capture these descriptions of the various scenes she portrays. Song of a Second April uses music to underlie strong feelings, passions, and the tragedies of life. The poem itself is dramatic, detailing a time of personal strife and tragedy, perhaps the end of a relationship or even the end of a life. The music is intense, fast, in a minor key, and with rapid, spinning notes creating a feeling of powerful, relentless emotions. Melodies, motives, and gestures are tossed between the voices, increasing the feelings of intensity and even desperation. Little by little, the music almost dies away, getting quieter and quieter, creating a feeling of resignation, but with a Picardy Third in the final chord – maybe a bit of hope! Mariposa is a celebration of nature, wandering through a field with white and blue butterflies appearing almost wondrously. But there’s also a profound feeling of poignancy, noting that as one relishes such a beautiful, magical sight, they should embrace the experience – the fleeting, transient nature of such a perfect vision and of life itself. The music portrays the flying of the butterflies: gentle, beautiful, with rich chords and arpeggios, but stepping back, as the fleeting nature of life is the reality, with gentle, but sombre chords interspersed with the magical flight of the Mariposa.Alms is a fast rondo, intense, bold, and always dance-like. It is about both tragedy and resilience. This music is also in minor, yet with moments of playfulness, as a recollection of happy times or moments takes over. This seesaw between emotions is heard throughout the movement, as the music continues to “dance.” And with Millay’s summing up of “reality being what it is,” the piece ends with strength, boldness, and finality. Into the Golden Vessel of Great Song is an appassionato call to overcome! The poem exhorts us to “sing out” with hope, determination, and strength. The music is full of bright and lilting energy; but as the turmoil and times of strife people can sometimes feel or experience, the music becomes intense, dramatic, in a minor key, and with changing rhythms. BUT, there is a return to championing the idea of simply overcoming, going forward with hope and determination, and the music is in major, resonant and strong. . $3.75 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Alfred's Self-Teaching Adult Piano Course
Piano solo [Sheet music + CD] - Beginner Alfred Publishing
The new, easy and fun way to teach yourself to play. Willard A. Palmer and Morto...(+)
The new, easy and fun way to teach yourself to play. Willard A. Palmer and Morton Manus. For Piano. Piano Method. Book and CD. 192 pages. Published by Alfred Publishing.
(1)$24.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Guitar Melody Chord Playing System Guitar notes and tablatures [Key & Note References] - Intermediate Mel Bay
By Mel Bay. For Guitar (All). Chord book. Jazz. Level: Intermediate-Advanced. Bo...(+)
By Mel Bay. For Guitar (All). Chord book. Jazz. Level: Intermediate-Advanced. Book. Size 8.5x11. 96 pages. Published by Mel Bay Publications, Inc.
(1)$19.99 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Chord Progressions -- Theory and Practice Musical course - Solfege [Book] Alfred Publishing
(Everything You Need to Create and Use Chords in Every Key). By Dan Fox and Dick...(+)
(Everything You Need to Create and Use Chords in Every Key). By Dan Fox and Dick Weissman. Book; Reference Textbooks; Textbook - General; Theory. 96 pages. Published by Alfred Music
$17.99 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Song of a Second April Choral SATB SATB, Piano Theodore Presser Co.
Choral SATB Choir and Piano SKU: PR.312418770 No. 1 from Second April<...(+)
Choral SATB Choir and Piano SKU: PR.312418770 No. 1 from Second April. Composed by Eric Ewazen. Octavo. Performance Score. Theodore Presser Company #312-41877. Published by Theodore Presser Company (PR.312418770). ISBN 9781491138120. UPC: 680160640195. Second April, by Edna St. Vincent Millay. Second April for S.A.T.B. Chorus and Piano is a four-movement set, based on the poetry of Edna St. Vincent Millay. Ewazen has long been enamored with her poetry's wonderfully vivid and descriptive imagery of nature and emotions, and its powerful and profound meaning. The first movement, SONG OF A SECOND APRIL is dramatic, detailing a time of personal strife and tragedy, perhaps the end of a relationship or even the end of a life. The music is intense, fast, in a minor key, creating a feeling of powerful, relentless emotions. Little by little, the music almost dies away, getting quieter and quieter, creating a feeling of resignation, but with a surprise Picardy Third in the final chord – suggesting a bit of hope!. SECOND APRIL for S.A.T.B. Chorus and Piano is a four-movement set, based on the poetry of Edna St. Vincent Millay. I have long been enamored with the poetry of Millay for its wonderfully vivid and descriptive imagery, and its often powerful and profound meaning. Millay’s descriptions of nature, and of feelings and emotions, have always spoken to me. SECOND APRIL consists of four of her poems, each with a distinctive mood, message, and emotional feel. They are vivid, powerful, and beautiful, inspiring me to capture these descriptions of the various scenes she portrays. Song of a Second April uses music to underlie strong feelings, passions, and the tragedies of life. The poem itself is dramatic, detailing a time of personal strife and tragedy, perhaps the end of a relationship or even the end of a life. The music is intense, fast, in a minor key, and with rapid, spinning notes creating a feeling of powerful, relentless emotions. Melodies, motives, and gestures are tossed between the voices, increasing the feelings of intensity and even desperation. Little by little, the music almost dies away, getting quieter and quieter, creating a feeling of resignation, but with a Picardy Third in the final chord – maybe a bit of hope! Mariposa is a celebration of nature, wandering through a field with white and blue butterflies appearing almost wondrously. But there’s also a profound feeling of poignancy, noting that as one relishes such a beautiful, magical sight, they should embrace the experience – the fleeting, transient nature of such a perfect vision and of life itself. The music portrays the flying of the butterflies: gentle, beautiful, with rich chords and arpeggios, but stepping back, as the fleeting nature of life is the reality, with gentle, but sombre chords interspersed with the magical flight of the Mariposa.Alms is a fast rondo, intense, bold, and always dance-like. It is about both tragedy and resilience. This music is also in minor, yet with moments of playfulness, as a recollection of happy times or moments takes over. This seesaw between emotions is heard throughout the movement, as the music continues to “dance.” And with Millay’s summing up of “reality being what it is,” the piece ends with strength, boldness, and finality. Into the Golden Vessel of Great Song is an appassionato call to overcome! The poem exhorts us to “sing out” with hope, determination, and strength. The music is full of bright and lilting energy; but as the turmoil and times of strife people can sometimes feel or experience, the music becomes intense, dramatic, in a minor key, and with changing rhythms. BUT, there is a return to championing the idea of simply overcoming, going forward with hope and determination, and the music is in major, resonant and strong. . $3.75 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Live On - Easy Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade 2 SKU: CF.YAS182 Composed by Larry Clark. Young String Orchestra. Set of Score and Parts. With Standard notation. 16+16+10+4+3+10+10+12 pages. Duration 3 minutes, 32 seconds. Carl Fischer Music #YAS182. Published by Carl Fischer Music (CF.YAS182). ISBN 9781491151471. UPC: 680160908974. 9 x 12 inches. Key: G major. The title, Live On, by Larry Clark, is taken from Chrissie Pinney's poem about grief and loss. The piece is meant to depict the personality of Linda Mann, to whom it is dedicated. The opening is poignant and pensive, followed by a whimsical theme which alludes to happy thoughts of a life well-lived. The piece builds to a triumphant?conclusion based on an augmented version of the 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 Manns 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 Lindas 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 On Now as I live on Without you I hope to keep The pieces of you That I loved so dearly Your mannerisms And compassionate character And smiles through struggle So that you May live on too -Chrissie Pinney I 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 Clark Lakeland, FL 2017 . 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.A Linda Mannas 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 adepict Lindaas personality - dynamic, sassy, yet thoughtful and almost mentor-like.a 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.A That poem is entitled Live On by Chrissie Pinney. Live On Now as I live on Without you I hope to keep The pieces of you That I loved so dearly Your mannerisms And compassionate character And smiles through struggle So that you May live on too A -Chrissie Pinney I reached out to Ms. Pinney, and she graciously agreed to allow me to quote her powerful poem in these notes.A 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.A The piece develops into a secondary theme that is a quasi inversion of the main fast theme.A 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. aLarry Clark Lakeland, FL 2017 . 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.A Linda Mannas 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 adepict Lindaas personality - dynamic, sassy, yet thoughtful and almost mentor-like.a 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.A That poem is entitled Live On by Chrissie Pinney. Live On Now as I live on Without you I hope to keep The pieces of you That I loved so dearly Your mannerisms And compassionate character And smiles through struggle So that you May live on too A -Chrissie Pinney I reached out to Ms. Pinney, and she graciously agreed to allow me to quote her powerful poem in these notes.A 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.A The piece develops into a secondary theme that is a quasi inversion of the main fast theme.A 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. aLarry Clark Lakeland, FL 2017 . 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 On Now as I live on Without you I hope to keep The pieces of you That I loved so dearly Your mannerisms And compassionate character And smiles through struggle So that you May live on too -Chrissie Pinney I 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 Clark Lakeland, FL 2017 . 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 On Now as I live on Without you I hope to keep The pieces of you That I loved so dearly Your mannerisms And compassionate character And smiles through struggle So that you May live on too -Chrissie Pinney I 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 Clark Lakeland, FL 2017. 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. About Carl Fischer Young String Orchestra Series This series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by: --Occasionally extending to third position --Keys carefully considered for appropriate difficulty --Addition of separate 2nd violin and viola parts --Viola T.C. part included --Increase in independence of parts over beginning levels $55.00 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
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