Bearbeitungen f!r Streichinstrumente, solistisch und chorisch. By Robert Schumann. Edited by Henning, Ingolf. For Violin 1, Violin 2/ Viola, Violoncello. Spielr0ume. Score; Set of Parts. Op. 68. Published by Baerenreiter-Ausgaben (German import).

Eras - Volume I - Very Easy / Moderately Easy. By Easy Piano Pieces of the Classical and Romantic Eras. Edited by Walther Georgii. Piano (Harpsichord), 2-hands. Pages: 52. Urtext edition-paper bound. Published by G. Henle.

By Various. Piano/Vocal/Guitar Songbook. Softcover. 480 pages. Published by Hal Leonard

Arranged by Paul Sheftel. Collection for Piano. This comprehensive volume for beginning piano students offers the player 132 original masterpieces from Beethoven to Bartok and covers a wide range of styles. Selected by noted piano pedagogue Paul Sheftel, this collection will offer the beginning student challenging repertoire as well as hours of enjoyment. 157 pages. Published by Carl Fischer.

Violin and Piano - intermediate

SKU: BT.DHP-1175827-401

Composed by Pascal Proust. De Haske String Series. Book and Part(s). Composed 2017. 12 pages. De Haske Publications #DHP 1175827-401. Published by De Haske Publications (BT.DHP-1175827-401).

ISBN 9789043153010. English-German-French-Dutch.

The seaside, a blue lagoon under the sun… Only some birds disrupt tranquillity, but then leave by the evening. An idyllic vision illustrated by the sound of young violinists.
Composer Pascal Proust has many years of experience as a musician and music teacher. His work includes several hundred compositions for the most diverse instrumentations. He wrote Sea Blue for violinists with an ability of approximately 3 4 years’ experience. He paid special attention to an easy-to-follow, attractive musical style. Sea Blue is an ideal performance or competition work for young musicians.

De kustlijn, een blauwe lagune onder de zon… Enkel het gefluit van vogels onderbreekt deze stilte, maar verdwijnt weer tegen de avond. Een idyllische gedachte ge llusteerd door de klank van de jonge violist.
De componist Pascal Proust kan bogen op een jarenlange ervaring als muzikant en muziekdocent. Zijn oeuvre omvat honderden composities voor de meest diverse instrumentaties. Hij schreef Sea Blue voor violisten die ongeveer drie tot vier jaar les hebben gehad, waarbij hij speciaal aandacht heeft besteed aan een makkelijk te volgen, aantrekkelijke muziekstijl. Daardoor is Sea Blue een ideaal voordrachts- of wedstrijdstuk voor jonge muzikanten.

Am Meer, eine blaue Lagune in der Sonne ... Nur ein paar Vögel stören diese friedliche Stille, aber sie brechen wieder auf, als es Abend wird. Ein idyllisches Bild, das durch die Klänge der jungen Geiger veranschaulicht wird.
Der Komponist Pascal Proust kann aus seiner langjährigen Erfahrung als Musiker und Musikpädagoge schöpfen, sein Oeuvre umfasst mehrere hundert Kompositionen für verschiedenste Besetzungen. Er schrieb Sea Blue für Geiger mit ungefähr 3 4 Jahren Unterrichtserfahrung und legte besonderes Augenmerk auf einen leicht verständlichen, attraktiven musikalischen Stil. Dadurch eignet sich Sea Blue ideal als Vortrags- und Wettbewerbsstück fürjunge Musiker.

Un bord de mer, un lagon bleu sous le soleil … Seuls quelques oiseaux viennent troubler cette quiétude, mais repartent le soir venu. Un tableau idyllique illustré par le son de jeunes violonistes.
Le compositeur Pascal Proust puise volonté dans son immense expérience de musicien et professeur de musique - son catalogue d’œuvres englobe plusieurs centaines de compositions pour divers instruments. Il a notamment écrit Sea Blue pour violonistes ayant environ 3 4 années de pratique, dans un style musical accessible et coloré. De ce fait, Sea Blue est la pièce idéale pour tout examen ou audition de jeunes musiciens.

Band Bass Clarinet, Bass Drum, Bassoon, Castanets, Chimes, Clarinet 1, Clarinet 2, Clarinet 3, Claves, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn 1, Horn 2, Mallet Percussion 1, Mallet Percussion 2, Oboe, Percussion 1, Percussion 2 and more. - Grade 3

SKU: CF.CPS222

Composed by Ed Kiefer. Concert Band (CPS). Set of Score and Parts. With Standard notation. 8+8+4+8+16+16+4+4+4+4+4+4+8+8+8+4+4+6+6+6+8+2+2+1+12+2+1+36+4 pages. Duration 5 minutes, 19 seconds. Carl Fischer Music #CPS222. Published by Carl Fischer Music (CF.CPS222).

ISBN 9781491152485. UPC: 680160909988.

From the call of the open seas to the wistful dance section, this piece will open the imagination of your students and audiences.  Very playable by young bands, the piece features a short opening ostinato that develops into a tone cluster and leads to the ominous sounds of the brass and percussion, which depict the slow lumbering ship on the dangerous, open waters. The piece continues through a more lyrical second section before a dramatic return of the opening material to close out this contest/festival style piece.
From the call of the open seas to the wistful dance section, this piece will open the imagination of your students and audiences. Very playable by young bands, the piece features a short opening ostinato that develops into a tone cluster. This leads to the ominous sounds of the brass and percussion, which depict the slow lumbering ship on the dangerous, open waters. After a quickly paced melody in the low register for the clarinets, the piece gives way to an exciting tutti section that features horns and saxes on an answering countermelody.The second section is a dance that starts with low reeds and a flute solo, but develops into a full band Spanish-sounding dance, with melody in many different places. The recap is a reverse of the beginning section and again loosely represents the danger of life on the high seas.The short ostinato that is used at the beginning and in some transitional moments is based on the beginning notes of Irish Tune from County Derry, a favorite of J. C. Sykes, who this piece honors. Mr. Sykes gave a lifetime to teaching music to band students in North Carolina. The first four notes in clarinet 1, the first four in flute 1 and the first four in clarinet 2 make up the first phrase from that beautiful melody. Just something to get students thinking about composition in a new way.

Recorder

SKU: BT.DHP-1043680-400

Schule für Blockflöte. Composed by Michiel Oldenkamp and Paul van der Voort. Blockflötenland. Educational Tool. Book with CD. Composed 2004. 48 pages. De Haske Publications #DHP 1043680-400. Published by De Haske Publications (BT.DHP-1043680-400).

ISBN 9789043120647. German.

Recorder World is a new and colourful introduction to recorder playing, particularly suitable for very young children. The Great Wizard and his owl act as guides through the book. New notes and ideas are introduced gradually and reinforced by colourful stickers which can be used as each concept is presented. There are also games and pieces in two and three parts including both original and well known tunes. There is plenty here to keep young musicians interested and amused - an ideal start to a lifetime of musical activity. Book 3 introduces the idea of performing with others. This is done with the use of a play-along CD containing over 75 fantastictracks. All recorder players will have immense fun with this book. Includes a complete fingering chart which makes a great reference tool.English Edition: DHP 1043725-400, vol. 3

Blockflötenland ist eine phantasievolle, kindgerechte Schule in drei Bänden für Anfänger auf der Blockflöte und in der Musik. Hier eröffnet sich den Kindern eine neue, bunte Welt voll Musik, die sie mit ihrer Blockflöte erforschen. Von einem Zauberer und einer weisen Eule an die Hand genommen, machen sie hier ihre ersten musikalischen Schritte. Auf der Reise lernen sie Schritt für Schritt nicht nur, wie man auf der Blockflöte spielt, sondern auch das Noten lesen und wichtige Musikzeichen. Lustige Musikstücke, Rätsel, Spiele, bekannte Abzählreime und Lieder für einen oder mehrere Spieler sorgen für Spaß und Abwechslung auf dem Weg. Bei jedem neuen Griff oder Zeichen dürfendie kleinen Abenteurer in Band 1 den dazugehörigen Aufkleber aus dem mitgelieferten Sticker-Blatt selbst heraussuchen und einkleben. In Band 2 kündigt ein beiliegendes Plakat den Blockflötenzirkus an: Die Akteure sind natürlich die jungen Schüler, die hier allerlei Tricks und Spielereien auf der Blockflöte lernen. In Band 3 können die Schüler schon schwierigere Stücke und Lieder auf der beiliegenden CD anhören und dann zur separat eingespielten Begleitung selbst ausprobieren. Die CD kann auch gut zum Vorspielen der Lieder verwendet werden. Diese zusätzlichen Elemente machen diese Blockflötenschule zu einer echten Mitmach-Schule, die sowohl im Einzel- als auch Gruppenunterricht eingesetzt werden kann.

Grade 2

SKU: CL.024-3853-01

Composed by Shaffer. Young Concert Band. Rising Band Series for Developing Bands! Audio recording available separately (item CL.WFR362). Extra full score. Composed 2009. Duration 2 minutes, 18 seconds. C.L. Barnhouse #024-3853-01. Published by C.L. Barnhouse (CL.024-3853-01).

Freefall is defined as pure energy; motion with no acceleration other than that provided by gravity. From the very first measure, David Shaffer’s inspired contribution to the young band repertoire brings a level of excitement and intensity that will capture and cultivate your student’s creative and performing interests. Utilizing contemporary compositional techniques such as tone clusters, driving ostinato patterns, and simple but fast paced melodic lines, this unique composition is appropriate for festival and concert performances and is sure to become a favorite with your students and audiences.

Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade 2

SKU: CF.YAS190

Composed by Sean O'Loughlin. Young String Orchestra. Set of Score and Parts. With Standard notation. 16+16+4+10+10+10+3+12 pages. Duration 3 minutes, 38 seconds. Carl Fischer Music #YAS190. Published by Carl Fischer Music (CF.YAS190).

ISBN 9781491151556. UPC: 680160909056. 9 x 12 inches. Key: E minor.

As part of a collaboration between students and composer, Sean O'Loughlin, Dark Dreams is a dark and mysterious piece that utilizes techniques such as tremolo and pizzicato. Following a slow and mysterious opening which illustrates the tapestry of sound for the composition, the work develops the musical material into various vivid, intense, and gripping musical moments.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, A vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to aplaya the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, A vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to aplaya the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.
Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer. The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.
Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious,  vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer. The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to “play” the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

About Carl Fischer Young String Orchestra Series

This series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade 2

SKU: CF.YAS190F

Composed by Sean O'Loughlin. Young String Orchestra (YAS). Full score. With Standard notation. 12 pages. Carl Fischer Music #YAS190F. Published by Carl Fischer Music (CF.YAS190F).

ISBN 9781491151921. UPC: 680160909421. 9 x 12 inches.

As part of a collaboration between students and composer, Sean O'Loughlin, Dark Dreams is a dark and mysterious piece that utilizes techniques such as tremolo and pizzicato. Following a slow and mysterious opening which illustrates the tapestry of sound for the composition, the work develops the musical material into various vivid, intense, and gripping musical moments.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, A vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to aplaya the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, A vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to aplaya the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.

Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer.

The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

.
Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious, vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer. The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to play the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.
Dark Dreams was commissioned by the Westport, Connecticut Public Schools for the Bedford Middle School 7th Grade Orchestra, Michele Anderson, director. It is a piece influenced by many ideas from the students including such descriptive words as dark, mysterious,  vivid, intense and gripping. The collaboration process on commissions like this are very rewarding for both the students and composer. The students were looking to include techniques like tremolo and pizzicato, so the opening includes both of these to set the tapestry of sound for the composition. The slow and mysterious opening gives way to an intense fast section at m. 19. Trading off between upper and lower strings adds to the tension before the upper strings take hold of the melody at m. 31. This melody is derived from the slow opening material. The lower strings get their chance on the melody at m. 47 in an augmented form. This builds to a dramatic slow section at m. 57. The opening material returns at m. 66 to transition back to the fast material. Make sure to “play” the silence at m. 88 for maximum effect and really lean into the final note even though it is on beat 3 of the measure.

About Carl Fischer Young String Orchestra Series

This series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

Arranged by Cathy Moklebust. For handbell choir (3-5 octaves) with optional 3-4 octave handchimes. General, Sacred. Grade 3 . Handbell score. Published by Hope Publishing Company

By ABRSM. For piano. Published by ABRSM (Associated Board of the Royal Schools of Music).