| Hope Remains Within [Score] - Easy Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, ...(+)
Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, Clarinet 2, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion 1, Mallet Percussion 2, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 2.5 SKU: CF.YPS217F Composed by Zachary Cairns. Sws. Yps. Full score. 24 pages. Duration 4 minutes, 48 seconds. Carl Fischer Music #YPS217F. Published by Carl Fischer Music (CF.YPS217F). ISBN 9781491156551. UPC: 680160915095. 9 x 12 inches. Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn't exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora. As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn't attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus's brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, jar seems to be a more accurate translation for what we commonly call Pandora's box) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope. The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn't it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place? I'm not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I've tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed. Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope's beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin's work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key. Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece's slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn't resist.). Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn’t exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora.As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn’t attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus’s brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, “jar†seems to be a more accurate translation for what we commonly call “Pandora’s boxâ€) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope.The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn’t it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place?I’m not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I’ve tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed.Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope’s beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin’s work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key.Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece’s slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn’t resist.). $11.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Hope Remains Within - Easy Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, ...(+)
Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, Clarinet 2, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion 1, Mallet Percussion 2, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 2.5 SKU: CF.YPS217 Composed by Zachary Cairns. Folio. Yps. Set of Score and Parts. 8+8+4+8+8+4+2+6+4+4+4+8+8+8+8+6+6+6+4+6+4+2+2+4+6+10+24 pages. Duration 4 minutes, 48 seconds. Carl Fischer Music #YPS217. Published by Carl Fischer Music (CF.YPS217). ISBN 9781491156544. UPC: 680160915088. 9 x 12 inches. Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn't exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora. As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn't attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus's brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, jar seems to be a more accurate translation for what we commonly call Pandora's box) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope. The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn't it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place? I'm not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I've tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed. Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope's beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin's work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key. Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece's slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn't resist.). Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn’t exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora.As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn’t attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus’s brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, “jar†seems to be a more accurate translation for what we commonly call “Pandora’s boxâ€) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope.The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn’t it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place?I’m not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I’ve tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed.Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope’s beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin’s work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key.Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece’s slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn’t resist.). $75.00 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Nico Muhly: Expecting The Main Things From You (Parts) Organ [Score] St Rose Music Publishing
SATB, String Quartet, Percussion and Organ SKU: HL.14022186 Composed by N...(+)
SATB, String Quartet, Percussion and Organ SKU: HL.14022186 Composed by Nico Muhly. Music Sales America. Contemporary. Set of Parts. 54 pages. St. Rose Music #SRO10001001. Published by St. Rose Music (HL.14022186). UPC: 884088840891. 9.0x12.0x0.207 inches. English. Written for SATB choir, string quartet, percussion and organ. Percussion and string quartet parts. Full score is used for the organ part (item 14022188). $49.95 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Expecting the Main Things from You Hal Leonard | | |
| Expecting the Main Things from You Hal Leonard | | |
| The Best Fake Book Ever - C Edition - 3rd Edition
Fake Book [Fake Book] Hal Leonard
(C Edition) For voice and C instrument. Format: fakebook. With vocal melody, lyr...(+)
(C Edition) For voice and C instrument. Format: fakebook. With vocal melody, lyrics and chord names. Series: Hal Leonard Fake Books. 856 pages. 9x12 inches. Published by Hal Leonard.
(14)$59.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Deep Winter's Night - Easy Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Clarinet ...(+)
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Clarinet 3, Euphonium, Euphonium T.C., Flute 1, Flute 2, Gong, Horn 1, Horn 2, Jingle Bells, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Percussion 3, Piccolo, Snare Drum and more. - Grade 3 SKU: CF.CPS243 Incorporating The First Noel. Composed by Ed Kiefer. Folio. Cps. Set of Score and Parts. 2+8+8+4+8+8+8+4+4+4+4+4+4+8+8+8+4+4+6+6+6+4+8+1+2+3+1+2+24 pages. Duration 4:15. Carl Fischer Music #CPS243. Published by Carl Fischer Music (CF.CPS243). ISBN 9781491158500. UPC: 680160917105. 9 x 12 inches. This setting of The First Noel begins with a percussion intro and dissonant chords that lead to a beautiful flute duet. The melody is freely adapted and at times, outright changed, to give this arrangement a very different sound. Using rhythmic motives, tone clusters, altered melodies and all the sounds available for a concert band, the piece takes the audience on a journey that leads to a statement of the original tune at m. 118. Everyone gets the melody at some point. After a chorale-like section, the composition returns to the fast and upbeat sounds of the beginning. Your musicians and audience will love this unique version of this old-time favorite. When performing this piece, start dark and mysterious and let the sounds crescendo through the introduction all the way to m. 21, the first statement of the hymn. Make sure you keep the tempo moving so the arrangement does not lose excitement. Keep the flute duet, and later the trumpet duet, nice and light. At m. 118, play a little slower and in a standard chorale style, being careful to let the flute and oboe voices be heard. Let the low voices have the reins at m. 126 as they play the melody. Pick the tempo back up to the original tempo at m. 145 and push to the end. The main thing is to match articulation throughout the band--at the beginning and at the end, think light accents and separation, and at the chorale section at m. 118, more legato. Keeping everyone on the same page with articulation will be the key to making a great performance. This setting of The First Noel begins with a percussion intro and dissonant chords that lead to a beautiful flute duet. The melody is freely adapted and at times, outright changed, to give this arrangement a very different sound. Using rhythmic motives, tone clusters, altered melodies and all the sounds available for a concert band, the piece takes the audience on a journey that leads to a statement of the original tune at m. 118. Everyone gets the melody at some point. After a chorale-like section, the composition returns to the fast and upbeat sounds of the beginning. Your musicians and audience will love this unique version of this old-time favorite.When performing this piece, start dark and mysterious and let the sounds crescendo through the introduction all the way to m. 21, the first statement of the hymn. Make sure you keep the tempo moving so the arrangement does not lose excitement. Keep the flute duet, and later the trumpet duet,nice and light. At m. 118, play a little slower and in a standard chorale style, being careful to let the flute and oboe voices be heard. Let the low voices have the reins at m. 126 as they play the melody. Pick the tempo back up to the original tempo at m. 145 and push to the end. The main thing is to matcharticulation throughout the band--at the beginning and at the end, think light accents and separation, and at the chorale section at m. 118, more legato. Keeping everyone on the same page with articulation will be the key to making a great performance. $85.00 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Dan Coates - Complete Advanced Piano Solos
Piano solo [Sheet music] - Intermediate Alfred Publishing
The Greatest Love Of All Composed by Michael Masser, Linda Creed Homecoming Com...(+)
The Greatest Love Of All Composed by Michael Masser, Linda Creed
Homecoming Composed by Hagood Hardy
Weve Got Tonight Composed by Bob Seger
Song From M*a*s*h (Suicide Is Painless) Composed by Johnny Mandel, Mike Altman
Misty Composed by Erroll Garner, Johnny Burke
Other Side Of Midnight Composed by Michel Legrand
The Rose Composed by Amanda Mc Broom
Tears In Heaven Composed by Eric Clapton, Will Jennings
Theme From New York, New York Composed by Fred Ebb, John Kander
Heart Composed by Richard Adler, Jerry Ross
Hey There Composed by Richard Adler, Jerry Ross
Colors Of My Life Composed by Cy Coleman, Michael Stewart
Over The Rainbow Composed by Harold Arlen, E.y. Harburg
Separate Lives Love Theme From "white Nights"
Theme From Ice Castles Composed by Marvin Hamlisch, Carole Bayer Sager
Tonight I Celebrate My Love Composed by Michael Masser, Gerry Goffin
In This Life Composed by Mike Reid, Allen Shamblin
Up Where We Belong Composed by W Jennings, B Sainte, Marie, J Nitzsche
From A Distance Composed by Julie Gold
I Will Always Love You Composed by Dolly Parton
Oh! What It Seemed To Be Composed by Bennie Benjamin, George David Weiss, Frankie
I Believe I Can Fly Composed by R. Kelly
Valentine Composed by Jim Brickman, Jack Kugell
How Do I Live Composed by Diane Warren
Colors Of The Wind Composed by Stephen Schwartz, Alan Menken
A Dream Is A Wish Your Heart Makes Composed by Mack David, Al Hoffman, Jerry Livingston
see less... Tell Him Composed by Linda Thompson, David Foster
Con Te Patiro / Time To Say Goodbye Composed by Lucio Quarantotto, Francesco Sartori
Karen's Theme Composed by Richard Carpenter
The Prayer Composed by Carole Bayer Sager, David "babyface" Foster
My One True Friend Composed by Carole Bayer Sager, Carole King
Love Solo Composed by Dan Coates
I Don't Want To Miss A Thing Composed by Diane Warren
As Time Goes By Composed by Herman Hupfeld
La Vie En Rose Composed by Louiguy, Piaf (French), David (Eng.)
What's New? Composed by Bob Haggart, Johnny Burke
Summer Me, Winter Me Composed by Michel Legrand, Alan, Marilyn Bergman
Evergreen Composed by Barbra Streisand, Paul Williams
Arthur's Theme (Best That You Can Do) Composed by Burt Bacharach, Carole Bayer Sager
Can You Read My Mind Composed by John Williams, Leslie Bricusse
Love And Marriage Composed by Jimmy Van Heusen, Sammy Cahn
Desperado Composed by Don Henley, Glenn Frey
The Wind Beneath My Wings Composed by Jeff Silbar, Larry Henley
How Do You Keep The Music Playing? Composed by Michel Legrand, Alan Bergman
Anywhere The Heart Goes Composed by Henry Mancini, Will Jennings
Once Before I Go Composed by Dean Pitchford, Peter Allen
Star Wars - Main Theme Composed by John Williams
Open Arms Composed by Steve Perry, Jonathan Cain
Canon In D Composed by Johann Pachelbel
That's What Friends Are For Composed by Burt Bacharach, Carole Bayer Sager
Friends Or Lovers Both To Each Composed by Paul Gordon, Jay Gruska
Forever Composed by Kenny Loggins, Eva Loggins, David Foster
Saving All My Love For You Composed by Gerry Goffin, Michael Masser
Miss Celie's Blues Composed by Quincy Jones, Rod Temperton, And
Anne's Theme Composed by Hagood Hardy
One Moment In Time Composed by Albert Hammond, John Bettis
Kei's Song Composed by David Benoit
I Say A Little Prayer Composed by Burt Bacharach, Hal David
Happy Birthday To You Composed by Mildred J. Hill, Patty S. Hill
May You Always Composed by Larry Marks, Dick Charles
If My Friends Could See Me Now Composed by Cy Coleman, Dorothy Fields
You Can Always Count On Me Composed by Cy Coleman, David Zippel
Ashokan Farewell Composed by Jay Ungar
Everything I Do I Do It For You Composed by Bryan Adams, Robert Lange, Michael Kamen
Send In The Clowns Composed by Stephen Sondheim
She Loves Me Composed by Sheldon Harnick, Jerry Bock
How Could I Ever Know? Composed by Marsha Norman, Lucy Simon
My Unknown Someone Composed by Cy Coleman, Adolph Green, Betty Comden
Favorite Son Composed by Cy Coleman, Adolph Green, Betty Comden
I Swear Composed by Gary Baker, Frank Myers
I Can Love You Like That Composed by S Diamond, M Derry, J Kimball
Beauty And The Beast Composed by Howard Ashman, Alan Menken
Angel Eyes Composed by Jim Brickman
If You Believe Composed by Jim Brickman
Because You Loved Me Composed by Diane Warren
Un-break My Heart Composed by Diane Warren
Ragtime Composed by Stephen Flaherty, Lynn Ahrens
Complete Advanced Piano Solos (Music for All Occasions). Arranged by Dan Coates. For solo piano. Piano - Intermediate / Advanced Collection; Piano Supplemental. The Professional Touch Series. Contemporary Instrumental and Pop. SMP Level 9 (Advanced). Collection. Standard notation (does not include words to the songs). 304 pages. Published by Alfred Music Publishing
(80)$24.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Deep Winter's Night [Score] - Easy Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Clarinet ...(+)
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Clarinet 3, Euphonium, Euphonium T.C., Flute 1, Flute 2, Gong, Horn 1, Horn 2, Jingle Bells, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Percussion 3, Piccolo, Snare Drum and more. - Grade 3 SKU: CF.CPS243F Incorporating The First Noel. Composed by Ed Kiefer. Sws. Cps. Full score. 24 pages. Duration 4:15. Carl Fischer Music #CPS243F. Published by Carl Fischer Music (CF.CPS243F). ISBN 9781491158517. UPC: 680160917112. 9 x 12 inches. This setting of The First Noel begins with a percussion intro and dissonant chords that lead to a beautiful flute duet. The melody is freely adapted and at times, outright changed, to give this arrangement a very different sound. Using rhythmic motives, tone clusters, altered melodies and all the sounds available for a concert band, the piece takes the audience on a journey that leads to a statement of the original tune at m. 118. Everyone gets the melody at some point. After a chorale-like section, the composition returns to the fast and upbeat sounds of the beginning. Your musicians and audience will love this unique version of this old-time favorite. When performing this piece, start dark and mysterious and let the sounds crescendo through the introduction all the way to m. 21, the first statement of the hymn. Make sure you keep the tempo moving so the arrangement does not lose excitement. Keep the flute duet, and later the trumpet duet, nice and light. At m. 118, play a little slower and in a standard chorale style, being careful to let the flute and oboe voices be heard. Let the low voices have the reins at m. 126 as they play the melody. Pick the tempo back up to the original tempo at m. 145 and push to the end. The main thing is to match articulation throughout the band--at the beginning and at the end, think light accents and separation, and at the chorale section at m. 118, more legato. Keeping everyone on the same page with articulation will be the key to making a great performance. This setting of The First Noel begins with a percussion intro and dissonant chords that lead to a beautiful flute duet. The melody is freely adapted and at times, outright changed, to give this arrangement a very different sound. Using rhythmic motives, tone clusters, altered melodies and all the sounds available for a concert band, the piece takes the audience on a journey that leads to a statement of the original tune at m. 118. Everyone gets the melody at some point. After a chorale-like section, the composition returns to the fast and upbeat sounds of the beginning. Your musicians and audience will love this unique version of this old-time favorite.When performing this piece, start dark and mysterious and let the sounds crescendo through the introduction all the way to m. 21, the first statement of the hymn. Make sure you keep the tempo moving so the arrangement does not lose excitement. Keep the flute duet, and later the trumpet duet,nice and light. At m. 118, play a little slower and in a standard chorale style, being careful to let the flute and oboe voices be heard. Let the low voices have the reins at m. 126 as they play the melody. Pick the tempo back up to the original tempo at m. 145 and push to the end. The main thing is to matcharticulation throughout the band--at the beginning and at the end, think light accents and separation, and at the chorale section at m. 118, more legato. Keeping everyone on the same page with articulation will be the key to making a great performance. $14.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Praize Jamz - DVD Preview Pak Word Music
Unison/2-part children's choir, piano accompaniment SKU: WD.080689580390 ...(+)
Unison/2-part children's choir, piano accompaniment SKU: WD.080689580390 11 Cool Tunes for Kidz Worship Choir!. Composed by Brian Hitt. Choral, cantatas. WordKidz. Christmas. DVD preview pak. Word Music #080689580390. Published by Word Music (WD.080689580390). UPC: 080689580390. Relevant songs, innovative sounds, and a signature style are just some of the reasons your Kidz Worship Choir will love this new project from WORDKIDZ and creator Brian Hitt. Singable, accessible, fun, and full of great ministry opportunities, Praize Jamz is a cutting-edge worship project for children's choir guaranteed to revolutionize and raise your expectations for your children's music ministry. Praize Jamz takes your kids' choir experience and turns it up a notch! While perfect for any children's choir ministry and performance opportunity, it can also be used as a soundtrack for worship in children's church, camps, or any time and place kids gather to worship their God and Savior. Use Praize Jamz as the ideal resource to help train the next generation of worship leaders and instill in them a love and passion to lead others into the presence of the Lord through song, as they lift their hearts and voices in worship. Turn things up yet another notch with the use of the high-wattage, visually-explosive DVD Accompaniment Track. Praize Jamz... a new experience and fresh sound for Kidz Worship Choirs everywhere! $14.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Praize Jamz - Accompaniment Video Word Music
Unison/2-part children's choir, piano accompaniment SKU: WD.080689512094 ...(+)
Unison/2-part children's choir, piano accompaniment SKU: WD.080689512094 11 Cool Tunes for Kidz Worship Choir!. Composed by Brian Hitt. Choral, cantatas. WordKidz. Praise & worship. Accompaniment video. Word Music #080689512094. Published by Word Music (WD.080689512094). UPC: 080689512094. Relevant songs, innovative sounds, and a signature style are just some of the reasons your Kidz Worship Choir will love this new project from WORDKIDZ and creator Brian Hitt. Singable, accessible, fun, and full of great ministry opportunities, Praize Jamz is a cutting-edge worship project for children's choir guaranteed to revolutionize and raise your expectations for your children's music ministry. Praize Jamz takes your kids' choir experience and turns it up a notch! While perfect for any children's choir ministry and performance opportunity, it can also be used as a soundtrack for worship in children's church, camps, or any time and place kids gather to worship their God and Savior. Use Praize Jamz as the ideal resource to help train the next generation of worship leaders and instill in them a love and passion to lead others into the presence of the Lord through song, as they lift their hearts and voices in worship. Turn things up yet another notch with the use of the high-wattage, visually-explosive DVD Accompaniment Track. Praize Jamz... a new experience and fresh sound for Kidz Worship Choirs everywhere! $195.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Praize Jamz - Bulk CD (10-pak) Word Music
Unison/2-part children's choir, piano accompaniment SKU: WD.080689799723 ...(+)
Unison/2-part children's choir, piano accompaniment SKU: WD.080689799723 11 Cool Tunes for Kidz Worship Choir!. Composed by Brian Hitt. Choral, cantatas. WordKidz. Praise & worship. Bulk CD (10-pak). Word Music #080689799723. Published by Word Music (WD.080689799723). UPC: 080689799723. Relevant songs, innovative sounds, and a signature style are just some of the reasons your Kidz Worship Choir will love this new project from WORDKIDZ and creator Brian Hitt. Singable, accessible, fun, and full of great ministry opportunities, Praize Jamz is a cutting-edge worship project for children's choir guaranteed to revolutionize and raise your expectations for your children's music ministry. Praize Jamz takes your kids' choir experience and turns it up a notch! While perfect for any children's choir ministry and performance opportunity, it can also be used as a soundtrack for worship in children's church, camps, or any time and place kids gather to worship their God and Savior. Use Praize Jamz as the ideal resource to help train the next generation of worship leaders and instill in them a love and passion to lead others into the presence of the Lord through song, as they lift their hearts and voices in worship. Turn things up yet another notch with the use of the high-wattage, visually-explosive DVD Accompaniment Track. Praize Jamz... a new experience and fresh sound for Kidz Worship Choirs everywhere! $69.95 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Praize Jamz - Listening CD Choral CD Word Music
Unison/2-part children's choir, piano accompaniment SKU: WD.080689874222 ...(+)
Unison/2-part children's choir, piano accompaniment SKU: WD.080689874222 11 Cool Tunes for Kidz Worship Choir!. Composed by Brian Hitt. Choral, cantatas. WordKidz. Praise & worship. Listening CD. Word Music #080689874222. Published by Word Music (WD.080689874222). UPC: 080689874222. Relevant songs, innovative sounds, and a signature style are just some of the reasons your Kidz Worship Choir will love this new project from WORDKIDZ and creator Brian Hitt. Singable, accessible, fun, and full of great ministry opportunities, Praize Jamz is a cutting-edge worship project for children's choir guaranteed to revolutionize and raise your expectations for your children's music ministry. Praize Jamz takes your kids' choir experience and turns it up a notch! While perfect for any children's choir ministry and performance opportunity, it can also be used as a soundtrack for worship in children's church, camps, or any time and place kids gather to worship their God and Savior. Use Praize Jamz as the ideal resource to help train the next generation of worship leaders and instill in them a love and passion to lead others into the presence of the Lord through song, as they lift their hearts and voices in worship. Turn things up yet another notch with the use of the high-wattage, visually-explosive DVD Accompaniment Track. Praize Jamz... a new experience and fresh sound for Kidz Worship Choirs everywhere! $16.98 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| The New Standards Hal Leonard
E-Z Play(r) Today #100 Electronic Keyboard SKU: HL.282486 E-Z Play(r) ...(+)
E-Z Play(r) Today #100 Electronic Keyboard SKU: HL.282486 E-Z Play(r) Today Volume 100. By Various. E-Z Play Today. Pop, Standards. Softcover. 232 pages. Published by Hal Leonard (HL.282486). ISBN 9781540034427. UPC: 888680789299. 9.0x12.0x0.597 inches. 64 popular modern classics in our large print E-Z Play(r) Today notation with the note name in the note head. Includes: Billie Jean * Crazy Little Thing Called Love * Don't Stop Believin' * Dream On * Every Breath You Take * Free Bird * Free Fallin' * Hallelujah * Imagine * Landslide * Mad World * Purple Rain * Ring of Fire * Rolling in the Deep * Stand by Me * Tears in Heaven * With or Without You * Yesterday * and more. About Hal Leonard E-Z Play Today For organs, pianos, and electronic keyboards. E-Z Play Today is the shortest distance between beginning music and playing fun. Now there are more than 300 reasons why you should play E-Z Play Today. * World's largest series of music folios * Full-size books - large 9 x 12 format features easy-to-read, easy-to-play music * Accurate arrangements... simple enough for the beginner, but accurate chords and melody lines are maintained * Eye-catching, full-color covers * Lyrics... most arrangements include words and music * Most up-to-date registrations - books in the series contain a general registration guide, as well as individual song rhythm suggestions * Guitar Chord Chart - all songs in the series can also be played on guitar. $22.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| The Best Fake Book Ever - 2nd Edition - Eb Edition
Eb Instruments [Fake Book] Hal Leonard
Fakebook for Eb instrument. With vocal melody, lyrics and chord names. Series: H...(+)
Fakebook for Eb instrument. With vocal melody, lyrics and chord names. Series: Hal Leonard Fake Books. 864 pages. Published by Hal Leonard.
(2)$49.95 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Praise Suite -- God's Love Piano solo - Intermediate/advanced Alfred Publishing
(Your Love Never Fails / One Thing Remains (Your Love Never Fails) / How He Love...(+)
(Your Love Never Fails / One Thing Remains (Your Love Never Fails) / How He Loves). Arranged by Carol Tornquist. For Piano. Book; Piano Suite; Piano Supplemental. Sacred Performer Worship Suites: Praise Suites. Form: Suite. Contemporary Christian; Sacred. Early Advanced; Late Intermediate. 12 pages. Published by Alfred Music
$5.50 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| One Thing Remains (Your Love Never Fails) Choral SATB PraiseSong
By Passion Band. By Brian Johnson, Christa Black, and Jeremy Riddle. Arranged by...(+)
By Passion Band. By Brian Johnson, Christa Black, and Jeremy Riddle. Arranged by Mark A. Brymer. For Choral (SATB). PraiseSong Choral. 12 pages. Published by PraiseSong
$1.95 $1.8525 (5% off) See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| The Best Love Songs Ever - 3rd Edition Easy Piano Hal Leonard
Electronic Keyboard; Organ; Piano/Keyboard SKU: HL.284127 E-Z Play(r) ...(+)
Electronic Keyboard; Organ; Piano/Keyboard SKU: HL.284127 E-Z Play(r) Today Volume 205. Composed by Various. E-Z Play Today. Love, Wedding. Softcover. 240 pages. Duration 420 seconds. Published by Hal Leonard (HL.284127). ISBN 9781540036483. UPC: 888680825881. 9.0x12.0x0.566 inches. Now in a 3rd edition, this romantic collection features 63 songs arranged in our patented E-Z Play(r) Today notation. Songs include: And I Love Her * Because You Loved Me * Can't Help Falling in Love * Endless Love * The First Time Ever I Saw Your Face * How Deep Is Your Love * I Will Always Love You * I'm Yours * Just the Way You Are * Longer * Love Story * My Heart Will Go on (Love Theme from 'Titanic') * The Power of Love * The Rose * A Thousand Years * Unchained Melody * When I Fall in Love * You Are So Beautiful * and more. About Hal Leonard E-Z Play Today For organs, pianos, and electronic keyboards. E-Z Play Today is the shortest distance between beginning music and playing fun. Now there are more than 300 reasons why you should play E-Z Play Today. * World's largest series of music folios * Full-size books - large 9 x 12 format features easy-to-read, easy-to-play music * Accurate arrangements... simple enough for the beginner, but accurate chords and melody lines are maintained * Eye-catching, full-color covers * Lyrics... most arrangements include words and music * Most up-to-date registrations - books in the series contain a general registration guide, as well as individual song rhythm suggestions * Guitar Chord Chart - all songs in the series can also be played on guitar. $17.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| God's Not Dead - DVD Preview Pak Choral Unison - Easy Word Music
Unison choir - Easy SKU: WD.080689558399 An Easy-Learn-Easy-Sing Music...(+)
Unison choir - Easy SKU: WD.080689558399 An Easy-Learn-Easy-Sing Musical for Kids. Composed by Dale Mathews. Choral, cantatas. Simply WordKidz. Eastertide. DVD preview pak. Duration 30 minutes. Word Music #080689558399. Published by Word Music (WD.080689558399). UPC: 080689558399. Hit songs, fun to perform, easy-learn-easy-sing format, powerful message full of Biblical truths... These are just a few of the features to be found in the new musical, God's Not Dead, from the Simply WordKidz series of performance-friendly children's choir products. Less than 30 minutes in length; full of songs that your kids will love to sing; and a simple, yet powerful script and no-hassle staging, God's Not Dead is the perfect musical for choirs with limited rehearsal time and resources or special ease-of-performance needs. Five songs and five scenes, featuring big-statement songs like We Believe and the title song, God's Not Dead (Like A Lion), make this the ideal vehicle for your children's music ministry! Created by Dale Mathews and Dana Anderson, God's Not Dead has been carefully crafted to bring you maximum impact with minimal preparation time. To make your presentation bigger than life and to wow your congregation even more, be sure to use the DVD Accompaniment Track and raise your performance to another level! Through an accessible and timely story that answers tough questions like If God is real, why do bad things happen to people? , this new musical is anchored by songs that are full of faith-reinforcing lyrics. Together, they give you the potential for life-changing ministry through your presentation of God's Not Dead, from Simply WordKidz. $14.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| God's Not Dead - Listening CD Choral CD - Easy Word Music
Unison choir - Easy SKU: WD.080689888229 An Easy-Learn-Easy-Sing Music...(+)
Unison choir - Easy SKU: WD.080689888229 An Easy-Learn-Easy-Sing Musical for Kids. Composed by Dale Mathews. Choral, cantatas. Simply WordKidz. Christmas. Listening CD. Duration 30 minutes. Word Music #080689888229. Published by Word Music (WD.080689888229). UPC: 080689888229. Hit songs, fun to perform, easy-learn-easy-sing format, powerful message full of Biblical truths... These are just a few of the features to be found in the new musical, God's Not Dead, from the Simply WordKidz series of performance-friendly children's choir products. Less than 30 minutes in length; full of songs that your kids will love to sing; and a simple, yet powerful script and no-hassle staging, God's Not Dead is the perfect musical for choirs with limited rehearsal time and resources or special ease-of-performance needs. Five songs and five scenes, featuring big-statement songs like We Believe and the title song, God's Not Dead (Like A Lion), make this the ideal vehicle for your children's music ministry! Created by Dale Mathews and Dana Anderson, God's Not Dead has been carefully crafted to bring you maximum impact with minimal preparation time. To make your presentation bigger than life and to wow your congregation even more, be sure to use the DVD Accompaniment Track and raise your performance to another level! Through an accessible and timely story that answers tough questions like If God is real, why do bad things happen to people? , this new musical is anchored by songs that are full of faith-reinforcing lyrics. Together, they give you the potential for life-changing ministry through your presentation of God's Not Dead, from Simply WordKidz. $15.98 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Justinguitar.com Beginner's Songbook: 2nd Edition Amsco Wise Publications
Lyrics and Chords SKU: BT.MUSAM1005334 Composed by Justin Sandercoe. Just...(+)
Lyrics and Chords SKU: BT.MUSAM1005334 Composed by Justin Sandercoe. JustinGuitar. Pop & Rock. Book Only. Wise Publications #MUSAM1005334. Published by Wise Publications (BT.MUSAM1005334). ISBN 9781780387109. The updated 2nd Edition of the Justinguitar.com Beginner's Songbook is now spiral bound for easy reading and page turns, while remaining the same compact size for jamming on the go. Established as the ultimate songbook available for beginners, the Justinguitar.com Beginner's Songbook - 2nd Edition is the perfect complement for Justin Sandercoe’s revolutionary online lessons which are used by hundreds of thousands of people across the world. Now you can learn to play 100 classic songs as your playing develops through the course. The book includes: Complete lyrics and chords to 100 songs by artists such as The Beatles, Bob Dylan, Bob Marley, Eric Clapton, Jimi Hendrix, JohnnyCash, Simon & Garfunkel, Jeff Buckley, Crowded House, Mumford & Sons, Kings of Leon, Nirvana and many more. There are 10 songs for each stage of the Beginner’s Course, building up from easy three-chord songs through to more advanced tunes. Tuition notes for each song by Justin advising you on strumming patterns and chord changes, with diagrams to illustrate all the chord shapes you need. Compact (17cm x 24.7cm) and now spiral bound for ultimate convenience. $34.95 - See more - Buy onlinePre-shipment lead time: 2 to 3 weeks | | |
| Transcriptions of Lieder Piano solo Carl Fischer
Chamber Music Piano SKU: CF.PL1056 Composed by Clara Wieck-Schumann, Fran...(+)
Chamber Music Piano SKU: CF.PL1056 Composed by Clara Wieck-Schumann, Franz Schubert, and Robert Schumann. Edited by Nicholas Hopkins. Collection. With Standard notation. 128 pages. Carl Fischer Music #PL1056. Published by Carl Fischer Music (CF.PL1056). ISBN 9781491153390. UPC: 680160910892. Transcribed by Franz Liszt. Introduction It is true that Schubert himself is somewhat to blame for the very unsatisfactory manner in which his admirable piano pieces are treated. He was too immoderately productive, wrote incessantly, mixing insignificant with important things, grand things with mediocre work, paid no heed to criticism, and always soared on his wings. Like a bird in the air, he lived in music and sang in angelic fashion. --Franz Liszt, letter to Dr. S. Lebert (1868) Of those compositions that greatly interest me, there are only Chopin's and yours. --Franz Liszt, letter to Robert Schumann (1838) She [Clara Schumann] was astounded at hearing me. Her compositions are really very remarkable, especially for a woman. There is a hundred times more creativity and real feeling in them than in all the past and present fantasias by Thalberg. --Franz Liszt, letter to Marie d'Agoult (1838) Chretien Urhan (1790-1845) was a Belgian-born violinist, organist and composer who flourished in the musical life of Paris in the early nineteenth century. According to various accounts, he was deeply religious, harshly ascetic and wildly eccentric, though revered by many important and influential members of the Parisian musical community. Regrettably, history has forgotten Urhan's many musical achievements, the most important of which was arguably his pioneering work in promoting the music of Franz Schubert. He devoted much of his energies to championing Schubert's music, which at the time was unknown outside of Vienna. Undoubtedly, Urhan was responsible for stimulating this enthusiasm in Franz Liszt; Liszt regularly heard Urhan's organ playing in the St.-Vincent-de-Paul church in Paris, and the two became personal acquaintances. At eighteen years of age, Liszt was on the verge of establishing himself as the foremost pianist in Europe, and this awakening to Schubert's music would prove to be a profound experience. Liszt's first travels outside of his native provincial Hungary were to Vienna in 1821-1823, where his father enrolled him in studies with Carl Czerny (piano) and Antonio Salieri (music theory). Both men had important involvements with Schubert; Czerny (like Urhan) as performer and advocate of Schubert's music and Salieri as his theory and composition teacher from 1813-1817. Curiously, Liszt and Schubert never met personally, despite their geographical proximity in Vienna during these years. Inevitably, legends later arose that the two had been personal acquaintances, although Liszt would dismiss these as fallacious: I never knew Schubert personally, he was once quoted as saying. Liszt's initial exposure to Schubert's music was the Lieder, what Urhan prized most of all. He accompanied the tenor Benedict Randhartinger in numerous performances of Schubert's Lieder and then, perhaps realizing that he could benefit the composer more on his own terms, transcribed a number of the Lieder for piano solo. Many of these transcriptions he would perform himself on concert tour during the so-called Glanzzeit, or time of splendor from 1839-1847. This publicity did much to promote reception of Schubert's music throughout Europe. Once Liszt retired from the concert stage and settled in Weimar as a conductor in the 1840s, he continued to perform Schubert's orchestral music, his Symphony No. 9 being a particular favorite, and is credited with giving the world premiere performance of Schubert's opera Alfonso und Estrella in 1854. At this time, he contemplated writing a biography of the composer, which regrettably remained uncompleted. Liszt's devotion to Schubert would never waver. Liszt's relationship with Robert and Clara Schumann was far different and far more complicated; by contrast, they were all personal acquaintances. What began as a relationship of mutual respect and admiration soon deteriorated into one of jealousy and hostility, particularly on the Schumann's part. Liszt's initial contact with Robert's music happened long before they had met personally, when Liszt published an analysis of Schumann's piano music for the Gazette musicale in 1837, a gesture that earned Robert's deep appreciation. In the following year Clara met Liszt during a concert tour in Vienna and presented him with more of Schumann's piano music. Clara and her father Friedrich Wieck, who accompanied Clara on her concert tours, were quite taken by Liszt: We have heard Liszt. He can be compared to no other player...he arouses fright and astonishment. His appearance at the piano is indescribable. He is an original...he is absorbed by the piano. Liszt, too, was impressed with Clara--at first the energy, intelligence and accuracy of her piano playing and later her compositions--to the extent that he dedicated to her the 1838 version of his Etudes d'execution transcendante d'apres Paganini. Liszt had a closer personal relationship with Clara than with Robert until the two men finally met in 1840. Schumann was astounded by Liszt's piano playing. He wrote to Clara that Liszt had played like a god and had inspired indescribable furor of applause. His review of Liszt even included a heroic personification with Napoleon. In Leipzig, Schumann was deeply impressed with Liszt's interpretations of his Noveletten, Op. 21 and Fantasy in C Major, Op. 17 (dedicated to Liszt), enthusiastically observing that, I feel as if I had known you twenty years. Yet a variety of events followed that diminished Liszt's glory in the eyes of the Schumanns. They became critical of the cult-like atmosphere that arose around his recitals, or Lisztomania as it came to be called; conceivably, this could be attributed to professional jealousy. Clara, in particular, came to loathe Liszt, noting in a letter to Joseph Joachim, I despise Liszt from the depths of my soul. She recorded a stunning diary entry a day after Liszt's death, in which she noted, He was an eminent keyboard virtuoso, but a dangerous example for the young...As a composer he was terrible. By contrast, Liszt did not share in these negative sentiments; no evidence suggests that he had any ill-regard for the Schumanns. In Weimar, he did much to promote Schumann's music, conducting performances of his Scenes from Faust and Manfred, during a time in which few orchestras expressed interest, and premiered his opera Genoveva. He later arranged a benefit concert for Clara following Robert's death, featuring Clara as soloist in Robert's Piano Concerto, an event that must have been exhilarating to witness. Regardless, her opinion of him would never change, despite his repeated gestures of courtesy and respect. Liszt's relationship with Schubert was a spiritual one, with music being the one and only link between the two men. That with the Schumanns was personal, with music influenced by a hero worship that would aggravate the relationship over time. Nonetheless, Liszt would remain devoted to and enthusiastic for the music and achievements of these composers. He would be a vital force in disseminating their music to a wider audience, as he would be with many other composers throughout his career. His primary means for accomplishing this was the piano transcription. Liszt and the Transcription Transcription versus Paraphrase Transcription and paraphrase were popular terms in nineteenth-century music, although certainly not unique to this period. Musicians understood that there were clear distinctions between these two terms, but as is often the case these distinctions could be blurred. Transcription, literally writing over, entails reworking or adapting a piece of music for a performance medium different from that of its original; arrangement is a possible synonym. Adapting is a key part of this process, for the success of a transcription relies on the transcriber's ability to adapt the piece to the different medium. As a result, the pre-existing material is generally kept intact, recognizable and intelligible; it is strict, literal, objective. Contextual meaning is maintained in the process, as are elements of style and form. Paraphrase, by contrast, implies restating something in a different manner, as in a rewording of a document for reasons of clarity. In nineteenth-century music, paraphrasing indicated elaborating a piece for purposes of expressive virtuosity, often as a vehicle for showmanship. Variation is an important element, for the source material may be varied as much as the paraphraser's imagination will allow; its purpose is metamorphosis. Transcription is adapting and arranging; paraphrasing is transforming and reworking. Transcription preserves the style of the original; paraphrase absorbs the original into a different style. Transcription highlights the original composer; paraphrase highlights the paraphraser. Approximately half of Liszt's compositional output falls under the category of transcription and paraphrase; it is noteworthy that he never used the term arrangement. Much of his early compositional activities were transcriptions and paraphrases of works of other composers, such as the symphonies of Beethoven and Berlioz, vocal music by Schubert, and operas by Donizetti and Bellini. It is conceivable that he focused so intently on work of this nature early in his career as a means to perfect his compositional technique, although transcription and paraphrase continued well after the technique had been mastered; this might explain why he drastically revised and rewrote many of his original compositions from the 1830s (such as the Transcendental Etudes and Paganini Etudes) in the 1850s. Charles Rosen, a sympathetic interpreter of Liszt's piano works, observes, The new revisions of the Transcendental Etudes are not revisions but concert paraphrases of the old, and their art lies in the technique of transformation. The Paganini etudes are piano transcriptions of violin etudes, and the Transcendental Etudes are piano transcriptions of piano etudes. The principles are the same. He concludes by noting, Paraphrase has shaded off into composition...Composition and paraphrase were not identical for him, but they were so closely interwoven that separation is impossible. The significance of transcription and paraphrase for Liszt the composer cannot be overstated, and the mutual influence of each needs to be better understood. Undoubtedly, Liszt the composer as we know him today would be far different had he not devoted so much of his career to transcribing and paraphrasing the music of others. He was perhaps one of the first composers to contend that transcription and paraphrase could be genuine art forms on equal par with original pieces; he even claimed to be the first to use these two terms to describe these classes of arrangements. Despite the success that Liszt achieved with this type of work, others viewed it with circumspection and criticism. Robert Schumann, although deeply impressed with Liszt's keyboard virtuosity, was harsh in his criticisms of the transcriptions. Schumann interpreted them as indicators that Liszt's virtuosity had hindered his compositional development and suggested that Liszt transcribed the music of others to compensate for his own compositional deficiencies. Nonetheless, Liszt's piano transcriptions, what he sometimes called partitions de piano (or piano scores), were instrumental in promoting composers whose music was unknown at the time or inaccessible in areas outside of major European capitals, areas that Liszt willingly toured during his Glanzzeit. To this end, the transcriptions had to be literal arrangements for the piano; a Beethoven symphony could not be introduced to an unknowing audience if its music had been subjected to imaginative elaborations and variations. The same would be true of the 1833 transcription of Berlioz's Symphonie fantastique (composed only three years earlier), the astonishingly novel content of which would necessitate a literal and intelligible rendering. Opera, usually more popular and accessible for the general public, was a different matter, and in this realm Liszt could paraphrase the original and manipulate it as his imagination would allow without jeopardizing its reception; hence, the paraphrases on the operas of Bellini, Donizetti, Mozart, Meyerbeer and Verdi. Reminiscence was another term coined by Liszt for the opera paraphrases, as if the composer were reminiscing at the keyboard following a memorable evening at the opera. Illustration (reserved on two occasions for Meyerbeer) and fantasy were additional terms. The operas of Wagner were exceptions. His music was less suited to paraphrase due to its general lack of familiarity at the time. Transcription of Wagner's music was thus obligatory, as it was of Beethoven's and Berlioz's music; perhaps the composer himself insisted on this approach. Liszt's Lieder Transcriptions Liszt's initial encounters with Schubert's music, as mentioned previously, were with the Lieder. His first transcription of a Schubert Lied was Die Rose in 1833, followed by Lob der Tranen in 1837. Thirty-nine additional transcriptions appeared at a rapid pace over the following three years, and in 1846, the Schubert Lieder transcriptions would conclude, by which point he had completed fifty-eight, the most of any composer. Critical response to these transcriptions was highly favorable--aside from the view held by Schumann--particularly when Liszt himself played these pieces in concert. Some were published immediately by Anton Diabelli, famous for the theme that inspired Beethoven's variations. Others were published by the Viennese publisher Tobias Haslinger (one of Beethoven's and Schubert's publishers in the 1820s), who sold his reserves so quickly that he would repeatedly plead for more. However, Liszt's enthusiasm for work of this nature soon became exhausted, as he noted in a letter of 1839 to the publisher Breitkopf und Hartel: That good Haslinger overwhelms me with Schubert. I have just sent him twenty-four new songs (Schwanengesang and Winterreise), and for the moment I am rather tired of this work. Haslinger was justified in his demands, for the Schubert transcriptions were received with great enthusiasm. One Gottfried Wilhelm Fink, then editor of the Allgemeine musikalische Zeitung, observed of these transcriptions: Nothing in recent memory has caused such sensation and enjoyment in both pianists and audiences as these arrangements...The demand for them has in no way been satisfied; and it will not be until these arrangements are seen on pianos everywhere. They have indeed made quite a splash. Eduard Hanslick, never a sympathetic critic of Liszt's music, acknowledged thirty years after the fact that, Liszt's transcriptions of Schubert Lieder were epoch-making. There was hardly a concert in which Liszt did not have to play one or two of them--even when they were not listed on the program. These transcriptions quickly became some of his most sough-after pieces, despite their extreme technical demands. Leading pianists of the day, such as Clara Wieck and Sigismond Thalberg, incorporated them into their concert programs immediately upon publication. Moreover, the transcriptions would serve as inspirations for other composers, such as Stephen Heller, Cesar Franck and later Leopold Godowsky, all of whom produced their own transcriptions of Schubert's Lieder. Liszt would transcribe the Lieder of other composers as well, including those by Mendelssohn, Chopin, Anton Rubinstein and even himself. Robert Schumann, of course, would not be ignored. The first transcription of a Schumann Lied was the celebrated Widmung from Myrten in 1848, the only Schumann transcription that Liszt completed during the composer's lifetime. (Regrettably, there is no evidence of Schumann's regard of this transcription, or even if he was aware of it.) From the years 1848-1881, Liszt transcribed twelve of Robert Schumann's Lieder (including one orchestral Lied) and three of Clara (one from each of her three published Lieder cycles); he would transcribe no other works of these two composers. The Schumann Lieder transcriptions, contrary to those of Schubert, are literal arrangements, posing, in general, far fewer demands on the pianist's technique. They are comparatively less imaginative in their treatment of the original material. Additionally, they seem to have been less valued in their day than the Schubert transcriptions, and it is noteworthy that none of the Schumann transcriptions bear dedications, as most of the Schubert transcriptions do. The greatest challenge posed by Lieder transcriptions, regardless of the composer or the nature of the transcription, was to combine the vocal and piano parts of the original such that the character of each would be preserved, a challenge unique to this form of transcription. Each part had to be intact and aurally recognizable, the vocal line in particular. Complications could be manifold in a Lied that featured dissimilar parts, such as Schubert's Auf dem Wasser zu singen, whose piano accompaniment depicts the rocking of the boat on the shimmering waves while the vocal line reflects on the passing of time. Similar complications would be encountered in Gretchen am Spinnrade, in which the ubiquitous sixteenth-note pattern in the piano's right hand epitomizes the ever-turning spinning wheel over which the soprano voice expresses feelings of longing and heartache. The resulting transcriptions for solo piano would place exceptional demands on the pianist. The complications would be far less imposing in instances in which voice and piano were less differentiated, as in many of Schumann's Lieder that Liszt transcribed. The piano parts in these Lieder are true accompaniments for the voice, providing harmonic foundation and rhythmic support by doubling the vocal line throughout. The transcriptions, thus, are strict and literal, with far fewer demands on both pianist and transcriber. In all of Liszt's Lieder transcriptions, regardless of the way in which the two parts are combined, the melody (i.e. the vocal line) is invariably the focal point; the melody should sing on the piano, as if it were the voice. The piano part, although integral to contributing to the character of the music, is designed to function as accompaniment. A singing melody was a crucial objective in nineteenth-century piano performance, which in part might explain the zeal in transcribing and paraphrasing vocal music for the piano. Friedrich Wieck, father and teacher of Clara Schumann, stressed this point repeatedly in his 1853 treatise Clavier und Gesang (Piano and Song): When I speak in general of singing, I refer to that species of singing which is a form of beauty, and which is a foundation for the most refined and most perfect interpretation of music; and, above all things, I consider the culture of beautiful tones the basis for the finest possible touch on the piano. In many respects, the piano and singing should explain and supplement each other. They should mutually assist in expressing the sublime and the noble, in forms of unclouded beauty. Much of Liszt's piano music should be interpreted with this concept in mind, the Lieder transcriptions and opera paraphrases, in particular. To this end, Liszt provided numerous written instructions to the performer to emphasize the vocal line in performance, with Italian directives such as un poco marcato il canto, accentuato assai il canto and ben pronunziato il canto. Repeated indications of cantando,singend and espressivo il canto stress the significance of the singing tone. As an additional means of achieving this and providing the performer with access to the poetry, Liszt insisted, at what must have been a publishing novelty at the time, on printing the words of the Lied in the music itself. Haslinger, seemingly oblivious to Liszt's intent, initially printed the poems of the early Schubert transcriptions separately inside the front covers. Liszt argued that the transcriptions must be reprinted with the words underlying the notes, exactly as Schubert had done, a request that was honored by printing the words above the right-hand staff. Liszt also incorporated a visual scheme for distinguishing voice and accompaniment, influenced perhaps by Chopin, by notating the accompaniment in cue size. His transcription of Robert Schumann's Fruhlings Ankunft features the vocal line in normal size, the piano accompaniment in reduced size, an unmistakable guide in a busy texture as to which part should be emphasized: Example 1. Schumann-Liszt Fruhlings Ankunft, mm. 1-2. The same practice may be found in the transcription of Schumann's An die Turen will ich schleichen. In this piece, the performer must read three staves, in which the baritone line in the central staff is to be shared between the two hands based on the stem direction of the notes: Example 2. Schumann-Liszt An die Turen will ich schleichen, mm. 1-5. This notational practice is extremely beneficial in this instance, given the challenge of reading three staves and the manner in which the vocal line is performed by the two hands. Curiously, Liszt did not use this practice in other transcriptions. Approaches in Lieder Transcription Liszt adopted a variety of approaches in his Lieder transcriptions, based on the nature of the source material, the ways in which the vocal and piano parts could be combined and the ways in which the vocal part could sing. One approach, common with strophic Lieder, in which the vocal line would be identical in each verse, was to vary the register of the vocal part. The transcription of Lob der Tranen, for example, incorporates three of the four verses of the original Lied, with the register of the vocal line ascending one octave with each verse (from low to high), as if three different voices were participating. By the conclusion, the music encompasses the entire range of Liszt's keyboard to produce a stunning climactic effect, and the variety of register of the vocal line provides a welcome textural variety in the absence of the words. The three verses of the transcription of Auf dem Wasser zu singen follow the same approach, in which the vocal line ascends from the tenor, to the alto and to the soprano registers with each verse. Fruhlingsglaube adopts the opposite approach, in which the vocal line descends from soprano in verse 1 to tenor in verse 2, with the second part of verse 2 again resuming the soprano register; this is also the case in Das Wandern from Mullerlieder. Gretchen am Spinnrade posed a unique problem. Since the poem's narrator is female, and the poem represents an expression of her longing for her lover Faust, variation of the vocal line's register, strictly speaking, would have been impractical. For this reason, the vocal line remains in its original register throughout, relentlessly colliding with the sixteenth-note pattern of the accompaniment. One exception may be found in the fifth and final verse in mm. 93-112, at which point the vocal line is notated in a higher register and doubled in octaves. This sudden textural change, one that is readily audible, was a strategic means to underscore Gretchen's mounting anxiety (My bosom urges itself toward him. Ah, might I grasp and hold him! And kiss him as I would wish, at his kisses I should die!). The transcription, thus, becomes a vehicle for maximizing the emotional content of the poem, an exceptional undertaking with the general intent of a transcription. Registral variation of the vocal part also plays a crucial role in the transcription of Erlkonig. Goethe's poem depicts the death of a child who is apprehended by a supernatural Erlking, and Schubert, recognizing the dramatic nature of the poem, carefully depicted the characters (father, son and Erlking) through unique vocal writing and accompaniment patterns: the Lied is a dramatic entity. Liszt, in turn, followed Schubert's characterization in this literal transcription, yet took it an additional step by placing the register of the father's vocal line in the baritone range, that of the son in the soprano range and that of the Erlking in the highest register, options that would not have been available in the version for voice and piano. Additionally, Liszt labeled each appearance of each character in the score, a means for guiding the performer in interpreting the dramatic qualities of the Lied. As a result, the drama and energy of the poem are enhanced in this transcription; as with Gretchen am Spinnrade, the transcriber has maximized the content of the original. Elaboration may be found in certain Lieder transcriptions that expand the performance to a level of virtuosity not found in the original; in such cases, the transcription approximates the paraphrase. Schubert's Du bist die Ruh, a paradigm of musical simplicity, features an uncomplicated piano accompaniment that is virtually identical in each verse. In Liszt's transcription, the material is subjected to a highly virtuosic treatment that far exceeds the original, including a demanding passage for the left hand alone in the opening measures and unique textural writing in each verse. The piece is a transcription in virtuosity; its art, as Rosen noted, lies in the technique of transformation. Elaboration may entail an expansion of the musical form, as in the extensive introduction to Die Forelle and a virtuosic middle section (mm. 63-85), both of which are not in the original. Also unique to this transcription are two cadenzas that Liszt composed in response to the poetic content. The first, in m. 93 on the words und eh ich es gedacht (and before I could guess it), features a twisted chromatic passage that prolongs and thereby heightens the listener's suspense as to the fate of the trout (which is ultimately caught). The second, in m. 108 on the words Betrogne an (and my blood boiled as I saw the betrayed one), features a rush of diminished-seventh arpeggios in both hands, epitomizing the poet's rage at the fisherman for catching the trout. Less frequent are instances in which the length of the original Lied was shortened in the transcription, a tendency that may be found with certain strophic Lieder (e.g., Der Leiermann, Wasserflut and Das Wandern). Another transcription that demonstrates Liszt's readiness to modify the original in the interests of the poetic content is Standchen, the seventh transcription from Schubert's Schwanengesang. Adapted from Act II of Shakespeare's Cymbeline, the poem represents the repeated beckoning of a man to his lover. Liszt transformed the Lied into a miniature drama by transcribing the vocal line of the first verse in the soprano register, that of the second verse in the baritone register, in effect, creating a dialogue between the two lovers. In mm. 71-102, the dialogue becomes a canon, with one voice trailing the other like an echo (as labeled in the score) at the distance of a beat. As in other instances, the transcription resembles the paraphrase, and it is perhaps for this reason that Liszt provided an ossia version that is more in the nature of a literal transcription. The ossia version, six measures shorter than Schubert's original, is less demanding technically than the original transcription, thus representing an ossia of transcription and an ossia of piano technique. The Schumann Lieder transcriptions, in general, display a less imaginative treatment of the source material. Elaborations are less frequently encountered, and virtuosity is more restricted, as if the passage of time had somewhat tamed the composer's approach to transcriptions; alternatively, Liszt was eager to distance himself from the fierce virtuosity of his early years. In most instances, these transcriptions are literal arrangements of the source material, with the vocal line in its original form combined with the accompaniment, which often doubles the vocal line in the original Lied. Widmung, the first of the Schumann transcriptions, is one exception in the way it recalls the virtuosity of the Schubert transcriptions of the 1830s. Particularly striking is the closing section (mm. 58-73), in which material of the opening verse (right hand) is combined with the triplet quarter notes (left hand) from the second section of the Lied (mm. 32-43), as if the transcriber were attempting to reconcile the different material of these two sections. Fruhlingsnacht resembles a paraphrase by presenting each of the two verses in differing registers (alto for verse 1, mm. 3-19, and soprano for verse 2, mm. 20-31) and by concluding with a virtuosic section that considerably extends the length of the original Lied. The original tonalities of the Lieder were generally retained in the transcriptions, showing that the tonality was an important part of the transcription process. The infrequent instances of transposition were done for specific reasons. In 1861, Liszt transcribed two of Schumann's Lieder, one from Op. 36 (An den Sonnenschein), another from Op. 27 (Dem roten Roslein), and merged these two pieces in the collection 2 Lieder; they share only the common tonality of A major. His choice for combining these two Lieder remains unknown, but he clearly recognized that some tonal variety would be needed, for which reason Dem roten Roslein was transposed to C>= major. The collection features An den Sonnenschein in A major (with a transition to the new tonality), followed by Dem roten Roslein in C>= major (without a change of key signature), and concluding with a reprise of An den Sonnenschein in A major. A three-part form was thus established with tonal variety provided by keys in third relations (A-C>=-A); in effect, two of Schumann's Lieder were transcribed into an archetypal song without words. In other instances, Liszt treated tonality and tonal organization as important structural ingredients, particularly in the transcriptions of Schubert's Lieder cycles, i.e. Schwanengesang, Winterreise a... $32.99 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Two Landscapes of Song for Treble Voices Carl Fischer
Choral SA choir, piano SKU: CF.CM9576 1. Who Robbed the Woods 2. Cool ...(+)
Choral SA choir, piano SKU: CF.CM9576 1. Who Robbed the Woods 2. Cool is the Valley Now. Composed by Paul David Thomas. Sws. Performance Score. 16 pages. Carl Fischer Music #CM9576. Published by Carl Fischer Music (CF.CM9576). ISBN 9781491153987. UPC: 680160912483. 6.875 x 10.5 inches. Key: G minor. English. Emily Dickinson (1830-1886) , Walt Whitman (1819-1892). The two pieces, Who Robbed the Woods? and O Cool is the Valley Now, combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us. The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinsons poem considers the ways in which people use and exploit trees for their own purposes and asks, on the trees behalf, who would do such a thing? Whitman ponders a trees silent majesty and power and its ability to be yet say nothing at all. The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 712. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 3953). O Cool is the Valley Now also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this modes lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 910, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. The two pieces, aWho Robbed the Woods?a and aO Cool is the Valley Now,a combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us. The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinsonas poem considers the ways in which people use and exploit trees for their own purposes and asks, on the treesa behalf, who would do such a thing? Whitman ponders a treeas silent majesty and power and its ability to be ayet say nothing at all.a The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 7a12. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 39a53). O Cool is the Valley NowA also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this modeas lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 9a10, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. The two pieces, aWho Robbed the Woods?a and aO Cool is the Valley Now,a combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us. The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinsonas poem considers the ways in which people use and exploit trees for their own purposes and asks, on the treesa behalf, who would do such a thing? Whitman ponders a treeas silent majesty and power and its ability to be ayet say nothing at all.a The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 7a12. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 39a53). O Cool is the Valley NowA also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this modeas lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 9a10, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. The two pieces, Who Robbed the Woods? and O Cool is the Valley Now, combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us. The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinson's poem considers the ways in which people use and exploit trees for their own purposes and asks, on the trees' behalf, who would do such a thing? Whitman ponders a tree's silent majesty and power and its ability to be yet say nothing at all. The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 7-12. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 39-53). O Cool is the Valley Now also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this mode's lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 9-10, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. The two pieces, Who Robbed the Woods? and O Cool is the Valley Now, combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us. The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinson's poem considers the ways in which people use and exploit trees for their own purposes and asks, on the trees' behalf, who would do such a thing? Whitman ponders a tree's silent majesty and power and its ability to be yet say nothing at all. The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 7-12. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 39-53). O Cool is the Valley Now also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this mode's lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 9-10, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. The two pieces, “Who Robbed the Woods?†and “O Cool is the Valley Now,†combine to create a set that both explores the subtle beauty, serenity, fragility, and resiliency of nature and examines our relationship to the natural world around us.The first song combines a short poem by Emily Dickinson with a journal entry excerpt by Walt Whitman entitled The Lesson of the Tree. Only two stanzas in length, Dickinson’s poem considers the ways in which people use and exploit trees for their own purposes and asks, on the trees’ behalf, who would do such a thing? Whitman ponders a tree’s silent majesty and power and its ability to be “yet say nothing at all.â€The musical setting begins and ends in the mode of G-Dorian while moving briefly in the middle section to Bb major. The Dorian mode, similar to the natural minor but with a raised sixth scale degree, possesses a mysterious and whimsical sound, fitting for a poem that considers the possibility of talking trees. The accents and syncopation of the piano accompaniment should be carefully observed, with particular attention paid to the syncopation found in gestures occurring in mm. 7–12. The beginning a cappella section should be hushed yet intense; a richer, fuller sound may be brought out in the middle section where the key shifts to Bb major and the choir sings of the many noble qualities of trees (mm. 39–53).O Cool is the Valley Now also makes use of a modal scale. Set primarily in D Mixolydian, similar to D major but with a lowered seventh scale degree, this mode’s lack of a leading tone gives the melody a folk-tune quality. The piano should at all times remain legato and flowing, its ascending and descending gestures, found in mm. 9–10, imitating the rolling hills and valleys evoked in the text. The phrases of the vocal lines should also be flowing and carefully shaped. Additional rubato and dynamic subtleties may be added to accentuate any number of the suspensions and dissonances that occur, especially on p. 14. $2.75 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Popular Melodies ? Super Easy Songbook Easy Piano - Beginner Hal Leonard
Easy Piano Piano SKU: HL.1315782 By Various. Super Easy Songbook. Pop, St...(+)
Easy Piano Piano SKU: HL.1315782 By Various. Super Easy Songbook. Pop, Standards. Softcover. Published by Hal Leonard (HL.1315782). ISBN 9798350110272. UPC: 196288179023. 9.0x12.0 inches. No matter your age or if you're at the very start of your piano journey, you can play the 49 favorites in this collection! Each song is presented in arrangements with no page turns, simple right-hand melody parts, letter names written inside each note head, and basic left-hand chord diagrams. Songs include: Chasing Cars â?¢ Dancing Queen â?¢ Don't Stop Believin' â?¢ Drivers License â?¢ Every Breath You Take â?¢ Free Fallin' â?¢ Golden Hour â?¢ He's a Pirate â?¢ Heart and Soul â?¢ Imagine â?¢ La Bamba â?¢ Lean on Me â?¢ The Lion Sleeps Tonight â?¢ One Call Away â?¢ 100 Years â?¢ Peaches â?¢ Piano Man â?¢ Stand by Me â?¢ Star Wars (Main Theme) â?¢ Sweet Caroline â?¢ Take Me Home, Country Roads â?¢ We Don't Talk About Bruno â?¢ and more. $16.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Big Book Of Jazz Guitar Improvisation (Book and Cd) Guitar [Sheet music + CD] Alfred Publishing
Learn to channel improvisational impulses into great solos with this amazing boo...(+)
Learn to channel improvisational impulses into great solos with this amazing book and CD by outstanding jazz performer and educator, Mark Dziuba. Topics are thoroughly explained and organized into three main categories: instruction in the harmonic and melodic structures of jazz, discussions of practical application, and conceptual issues. Complex subjects are taught with an engaging and friendly style, so topics such as melodic and rhythmic motifs, phrasing, development, guide tones, chromaticism and functional harmony are easy and enjoyable to learn. This is a must-have book for all jazz guitarists that will be used for years to come.
(2)$24.95 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Songbird [Score] - 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 3 SKU: CF.CAS115F Composed by Yukiko Nishimura. Concert String Orchestra (CAS). Full score. With Standard notation. 12 pages. Carl Fischer Music #CAS115F. Published by Carl Fischer Music (CF.CAS115F). ISBN 9781491151716. UPC: 680160909216. 9 x 12 inches. Composer Yukiko Nishimura presents Songbird, written for string orchestra in her signature fresh compositional style. After a short introduction, the main theme is a Siciliano-like melody, a dance in 6/8 time, followed by a brilliant and lively section. The melody makes use of long phrasing balanced by many wonderful countermelodies. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. SongbirdA is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about A the agroove of what is comfortable and appropriate in performing. SongbirdA is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about A the agroove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end.The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. $9.50 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Songbird - 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 3 SKU: CF.CAS115 Composed by Yukiko Nishimura. Concert String Orchestra (CAS). Set of Score and Parts. With Standard notation. 16+16+4+10+10+10+4+12 pages. Duration 5 minutes, 17 seconds. Carl Fischer Music #CAS115. Published by Carl Fischer Music (CF.CAS115). ISBN 9781491151341. UPC: 680160908844. 9 x 12 inches. Key: B minor. Composer Yukiko Nishimura presents Songbird, written for string orchestra in her signature fresh compositional style. After a short introduction, the main theme is a Siciliano-like melody, a dance in 6/8 time, followed by a brilliant and lively section. The melody makes use of long phrasing balanced by many wonderful countermelodies. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. SongbirdA is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about A the agroove of what is comfortable and appropriate in performing. SongbirdA is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about A the agroove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end. The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. Songbird is composed in a standard ABA form. After a short introduction the main theme is a siciliano-like melody, which is a dance in 6/8 time. A brilliant and lively second section follows in m. 41. The melody has a long phrasing, and many of the countermelodies are hiding in each part. From m. 106, there is a short coda, where the tempo becomes increasingly faster until the end.The most important thing to consider when performing this music is to feel the beat as duple time. Always think about the groove of what is comfortable and appropriate in performing. $60.00 - See more - Buy onlinePre-shipment lead time: 1 to 2 weeks | | |
| Broadway's Best - 3rd Edition Hal Leonard
Electronic Keyboard; Organ; Piano/Keyboard SKU: HL.266435 E-Z Play Tod...(+)
Electronic Keyboard; Organ; Piano/Keyboard SKU: HL.266435 E-Z Play Today Volume 16. Composed by Various. E-Z Play Today. Broadway. Softcover. 112 pages. Published by Hal Leonard (HL.266435). ISBN 9781540022714. UPC: 888680732929. 9.0x12.0x0.324 inches. 30 songs from early Broadway standards to the most recent blockbusters are featured in this 3rd edition: Bali Ha'i * Cabaret * Dear Theodosia * Defying Gravity * Edelweiss * Getting to Know You * Hair * It Might As Well Be Spring * Oh, What a Beautiful Mornin' * Put on Your Sunday Clothes * The Surrey with the Fringe on Top * Time Warp * Waving Through a Window * Younger Than Springtime * and more. About Hal Leonard E-Z Play Today For organs, pianos, and electronic keyboards. E-Z Play Today is the shortest distance between beginning music and playing fun. Now there are more than 300 reasons why you should play E-Z Play Today. * World's largest series of music folios * Full-size books - large 9 x 12 format features easy-to-read, easy-to-play music * Accurate arrangements... simple enough for the beginner, but accurate chords and melody lines are maintained * Eye-catching, full-color covers * Lyrics... most arrangements include words and music * Most up-to-date registrations - books in the series contain a general registration guide, as well as individual song rhythm suggestions * Guitar Chord Chart - all songs in the series can also be played on guitar. $12.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
| Stranger Things
Piano, Vocal and Guitar Hal Leonard
Music from the Netflix Original Series. By Various. By Kyle Dixon and Michael ...(+)
Music from the Netflix
Original Series. By Various.
By Kyle Dixon and Michael
Stein. Piano/Vocal/Guitar
Songbook. Movies, Tv.
Softcover. Published by Hal
Leonar
$22.99 - See more - Buy onlinePre-shipment lead time: 24 hours - In Stock | | |
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