Here are more flexible folksongs to introduce young singers to beginning part-singing and experience a variety of world cultures. The reproducible singer songsheets feature each folksong and its partner on separate pages for a variety of teaching options. Teach these world folksongs in the lower grades. When singers are ready, teach the partner songs, and add twelve more songs to their singing repertoire. For further challenge, partner them up for twelve more performance options! A helpful teaching sequence and extension activities are also included. Accompany your singers live with simple piano parts in the printed collection, or use quality performance/accompaniment MP3 recordings available via audio access in the Performance Kit. Fresh new originals partnered with these world folksongs: Ging Gang Goolie, Tum Balalaika, Andale Juana, Sansa Kroma, Haru Ga Kita, Old Dan Tucker, Sarasponda, Ma Bella Bimba, and more! Suggested for grades 1-6. / Choeur A L'Unisson

Noël 2 is an exciting collection of Advent, Christmas and Epiphany music for mixed voice choirs, which follows on from the highly acclaimed Noël! Volume 1 (Catalogue No. NOV310800). The contents range from the Renaissance to the present: from Byrd and Sweelinck, via Bach, familiar settings of traditional and lesser known carols through the ages to Howells and Leighton, and work by today's composers including Richard Rodney Bennett, Eric Whitacre, John Tavener Tarik O'Regan and Richard Allain. Mixed voice choirs of all levels will find here new arrangements of favourite carols as well as stimulating works for the Christmas season, from the easy to learn to the more challenging and unconventional. Selected and edited by David Hill, Choral Advisor to Novello, Chief Conductor of the BBC singers, Musical Director of The Bach Choir, Chief Conductor of The Southern Sinfonia and Music Director of Leeds Philharmonic Society. He was awarded an honorary Doctorate by the University of Southampton in 2002 in recognition of his Services to Music. 'Noël was a welcome addition to the Christmas list for decent standard choirs - Noël 2 adds even more to the repertoire in a handy volume... The main enticements are some fantastic new arrangements of old favourites, a number of works previously only available in single sheets (Whitacre's Lux Arumque among others) and some fantastic new surprises. Adrian Peacock's Venite, Gaudete is a wonderfully original and vibrant setting, Richard Rodney Bennet's I Wonder as I Wander is both reflective and effective, and there are plenty more. Some of the pieces here will challenge your choir, but there's a vast amount to get the Christmas inspiration flowing. ' - Jonathan Wikeley, Music Teacher November 2009 '?an outstanding resource for Advent, Christmas and Epiphany ' Andrew Stewart, Choir and amp - Organ November/December 2010 Noel! 2 Interview With David Hill by Musicroom / Choeur SATB Et Orgue (Ou Piano)

A series available as violin duets or violin and piano.Whether a student or a great artist, the desire to make a beautiful sound is a constant in the life of any musician. Sound is the musician's voice, the means of communicating an artistic vision to the audience and it should be the aim for children of any age or standard to be engaged in good tone production.The inspiration for writing these pieces came to me from the wish to give the young children I teach music which would develop their ear for both good intonation and beautiful tone production. All the pieces have a strongly implied harmonic structure allowing them to be played without accompaniment. The purpose of the second violin part is therefore to enable the teacher to underline the harmony as well as to influence the student's tone production and intonation through his own sound, as much can betaught by good example. This music is also available for violin and piano with piano accompaniments written by Heidi Rolfe.Finally I think that children enjoy the challenge of expressing different moods and emotions musically, and I hope that the range of ideas implied by the keys and the titles of these pieces will fire their imagination. / 2 Violons

Par RAE JAMES. Wider Opportunities with the Debut series INDIVIDUAL OR GROUP LEARNING All of these pieces for young recorder players in their earliest stages of learning can be performed as a solo (descant recorder) or in unison with others. Some have an optional 2nd part for either descant or treble recorder and may also serve as ensemble material. MIXED ENSEMBLE OPTION Whilst written specifically for the recorder and addressing the challenges beginners would encounter, a special section is included of four pieces which are 'key friendly' for beginners on most instruments and are therefore ideal pieces for mixed instrumental groups. These same four pieces appear in books for other instruments in the Debut series./ Etude / 1 ou 2 Flûtes à Bec Soprano et Accompagnement Pian

Noël! 3 is an exciting collection of Advent, Christmas and Epiphany music for mixed-voice choirs, from the easy to learn to the more challenging and unconventional. The contents range from the Baroque to the present: familiar settings of traditional and lesser-known carols through the ages to Howells, Berkeley and Warlock, and works by today's composers including Richard Rodney Bennett, Paul Mealor, John Tavener, Francis Pott and Richard Allain. Mixed-voice choirs of all levels will enjoy these new arrangements of favourite carols as well as stimulating original works for the Christmas season. / Choeur SATB Et Orgue (Ou Piano)

If you've ever felt compelled to play Flight of the Bumblebee on the 5-string banjo, this is the book for you!Challenging banjo transcriptions of classical masterpieces may seem like a humorous anachronism to some, but not for Italian master Claudio Parravicini, a conservatory graduate who, while majoring in French horn, always believed that the banjo was 'a virtuoso instrument capable of enriching any musical genre.”In the author's words, 'I chose the classical pieces in this book on the basis of how they might advance right and left-hand banjo technique and even refine the player's musical sensibility¦ Some pieces, like Flight of the Bumblebee will challenge yourability to play rapidly, while others like Beethoven's Moonlight Sonata, are much slower, but will test your musical abilities in other ways. The other pieces in the book are: Prelude No. 2 in C minor and Inventions No. 4 and No. 6 by J. S. Bach, Flight of the Bumblebee by Korsakov, Perpetual Motion and Carnival of Venice by Paganini, and Toccata for Piano or Harpsichord by Paradisi. Classical Masterpieces for Banjo is written in tablature only in standard G tuning [gDGBD] using three-finger banjo technique in the traditional, melodic and single-string style. Each selection is guaranteed to further your technique and delight your audience, or simply expand your vision of what is possible on the 5-string banjo. If you've ever felt compelled to play Flight of the Bumblebee on the 5-string banjo, this is the book for you! Challenging banjo transcriptions of classical masterpieces may seem like a humorous anachronism to some, but not for Italian master Claudio Parravicini, a conservatory graduate who, while majoring in French horn, always believed that the banjo was 'a virtuoso instrument capable of enriching any musical genre.” In the author's words, 'I chose the classical pieces in this book on the basis of how they might advance right and left-hand banjo technique and even refine the player's musical sensibility… Some pieces, like Flight of the Bumblebee will challenge your ability to play rapidly, while others like Beethoven's Moonlight Sonata, are much slower, but will test your musical abilities in other ways.” The other pieces in the book are: Prelude No. 2 in C minor and Inventions No. 4 and No. 6 by J. S. Bach, Flight of the Bumblebee by Korsakov, Perpetual Motion and Carnival of Venice by Paganini, and Toccata for Piano or Harpsichord by Paradisi. Classical Masterpieces for Banjo is written in tablature only in standard G tuning [gDGBD] using three-finger banjo technique in the traditional, melodic and single-string style. Each selection is guaranteed to further your technique and delight your audience, or simply expand your vision of what is possible on the 5-string banjo. / Niveau : Intermédiaire à Avancé / Classique / Date parution : 2019-05-27/ Tablatures / 5-String Banjo

The composer states:'The term 'oblique strategies? was coined jointly by British musician Brian Eno and German-born British visual artist Peter Schmidt to describe a series of printed cards they developed throughout the 1970's. The cards had their origins in sets of uncannily similar working principles that both artists had established independently, and featured aphorisms intended as a means of triggering inspiration or providing useful stimulus during the creative process, particularly when encountering difficulties of fatigue or time constraint.As Eno and Schmidt wrote in their introduction to the first edition in 1975: 'They can be used as a pack (a set of possibilities being continuously reviewed in the mind) or by drawing a single card from the shuffled pack when a dilemma occurs in a working situation. In this case, the card is trusted even if its appropriateness is quite unclear. They are not final, as new ideas will present themselves, and others will become self-evident?.I chose eleven of Eno and Schmidt's strategies, ordering them in a way that revealed to me a logic and potential inter-relatedness within a hitherto disparate set of single ideas I had assembled for solo cello, each of them in turn a reflection upon the commission's initial purpose of creating a test piece for the 2014 Emanuel Feuermann cello competition.It's my hope then that the resultant composition may provide not only an interesting test of the competitors' talents but also offer the interpreter an opportunity to reflect upon the delights and pitfalls of creativity as he or she comes to terms with the various musical and technical challenges to be found within these ten minutes of music for solo cello.? / Violoncelle

40 Fun Warm-Ups Using Songs from Across the United States. Keeping singers in our ensembles excited and energized during the warm-up process is a consistent hurdle for educators across the nation. By using songs that are indigenous to different parts of our country, teachers in choral classrooms can help students prepare their minds, bodies and voices while sharing a bit of our culture and history from different areas of the United States. All of the songs can be used with both inexperienced beginners and advanced singers. The lesson suggestions introduced with each song are intended to be aspringboard for teachers to modify and adapt to their own students' needs and skill levels. Each melody includes strategies that are accessible for those who are just learning how to use their voices, and also for those more sophisticated singers who enjoy a good challenge. Keeping singers in our ensembles excited and energized during the warm-up process is a consistent hurdle for educators across the nation. By using songs that are indigenous to different parts of our country, teachers in choral classrooms can help students prepare their minds, bodies and voices while sharing a bit of our culture and history from different areas of the United States. All of the songs can be used with both inexperienced beginners and advanced singers. The lesson suggestions introduced with each song are intended to be aspringboard for teachers to modify and adapt to their own students' needs and skill levels. Each melody includes strategies that are accessible for those who are just learning how to use their voices, and also for those more sophisticated singers who enjoy a good challenge. / Musique traditionnelle d'Amérique du Nord / Etude / Voix

Minor: Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Par RAE JAMES. Wider Opportunities with the new Debut series INDIVIDUAL OR GROUP LEARNING All of these pieces for young clarinettists in their earliest stages of learning can be performed as a solo or in unison with others. Some have an optional 2nd part and may also serve as ensemble material. MIXED ENSEMBLE OPTION Whilst written specifically for the clarinet and addressing the challenges beginner clarinettists would encounter, a special section is included of four pieces which are 'key friendly' for beginners on most instruments and are therefore ideal pieces for mixed instrumental groups. These same four pieces will appear in subsequent books for other instruments in the Debut series For the pupil .. • Instrumental parts with fun cartoons for inspiration • A CD providing demonstration performances for listening as well as 'minus-one' piano accompaniments for playing along at home • Cartoons can be DOWNLOADED FOR FREE for colouring in/ Recueil / Clarinette

Minor: Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Par MC NEFF STEPHEN. My research for Banished began with a small group of students during a Trinity Laban co-lab period in 2013, though the idea goes back over 30 years when I first saw Steve Gooch’s Female Transport and stored the idea of adapting it as an opera until the right opportunity arose. I have been involved in opera for a long time and it has always been a frustration for me that while there is an abundance of female talent (particularly so in conservatories and colleges) there is a noticeable lack of challenging roles available for young women. The roles most often undertaken are maids or innocent girls, compliant wives or tomboys. Not that the problem is necessarily confined exclusively to young women, but where good roles exist, the women are all too often merely passive or victims. Things happen to them rather than them making things happen. They are unable to influence their circumstances and are usually resigned to their fate. Worse still, they are often judged in some way responsible for what happens to them, culpable even because of their looks, their way of life or a streak of independence. Just think about Mimi, Carmen and Violetta (to name only three on a long list). All these characters die, and their attempts at individuality contribute to their demise in some way that they have no control over. With some exceptions female characters in opera are too often sad, mad or bad. Redressing this balance and taking advantage of the richness in vocal talent is only one reason to write an opera reflecting the reality of a group of strong women who work things out for themselves. The transportation of people to Australia at the beginning of the nineteenth century is not a particularly well understood part of history beyond a sort of folk myth. What were the circumstances, who were the people and what happened to them? Opera does not exist to completely answer these questions, but it can focus on the women as individuals and help tell their story. (All the women named in the opera actually existed.) My approach has to been to put the women’s narrative centre stage and, in the confines of an oppressive, dangerous environment go with them on their journey as they survive or sink. The demands on the women are huge. At every turn they are oppressed by their jailers, the system that brought them here and their own low expectations. They have to work out ways to overcome these odds. We discover them through their music in solos and ensembles, sometimes reflective, at other times boasting about their lives a petty criminals and trying to establish status and pecking order. Alongside this I have used references to music of the time to create another reality built on larger ensembles and choruses. This is a sort of collective consciousness aware of loss, longing and context – even of a broad political dimension to the realities of Transportation. Despite the acute awareness of their circumstances in these ensembles, there is also a resilience and strength that transcends the individual stories. Stephen McNeff / Instrumental Music / Répertoire / Voix

The Library Of Baroque Music is an enormously expansive collection of the greatest works produced during that prolific period that flourished between the Renaissance and Classical eras. All arranged for solo Piano, this volume features works drawn from all the major Baroque composers, including some of the greatest pieces of music ever composed. The progression and development of music during the Baroque period can be heard in these pieces, providing you not only with a window into musical history, but also many exciting additions to your repertoire. The retrospective 'Baroque' label was applied to a diverse range of European compositions-often combining a spirit of experimentation with elaborate new musical structures. Dominated primarily by the Harpsichord and Organ, this period also saw the rise and development of larger-scale forms such as the concerto and oratorio. This superb volume is comprised of Keyboard and ensemble works from all the major Baroque composers, arranged for Piano. Featuring Arne, Boyce, Buxtehude, Corelli, Couperin, Gibbons, Lully, Pachelbel, Purcell, Rameau and Vivaldi, the composers here include some of the most respected and revered figures in musical history. The Library Of Baroque Music spans compositions of many of these masters, ranging from Frescobaldi in the early 1600s to Pergolesi a century later, and the famous three - J.S. Bach, Handel and Domenico Scarlatti.Baroque music, so called for its ornateness, was characterised by a bold exploration of counterpoint and new harmonic possibilities. This was variously expressed through the work of perhaps fifty or so major European composers. By the time Baroque began to segue into a new Classical period around 1750 it had already irrevocably changed and expanded the possibilities of music. The works that precipitated this change are available to play in this single volume, perfect for pianists looking to expand their repertoire with both challenging and exciting music.In this thoroughly enjoyable Library Of Baroque Music, the triumphant progression of this period is illustrated in the best possible way - through the compositions themselves, forming the definitive Baroque collection for solo pianists. / Piano