Level
2. Composed by John
M. Feierabend. Choral.
Conversational Solfege.
Music Education. Octavo.
GIA Publications #527.
Published by GIA
Publications (GI.G-527).
Text by Noel
Goemanne.
Conversat
ional Solfege is a
dynamic and captivating
first-through-eighth
grade general music
program that enables
students to become
independent musical
thinkers with the help of
a rich variety of folk
and classical
music. It is organized
around increasingly
complex rhythmic and
melodic content. Each new
rhythmic or melodic
element is discovered
first in patterns and
then reinforced with folk
songs, rhymes, and
classical examples.
Central to the
Conversational Solfege
program is the use of
music harvested from our
rich and diverse American
musical history. This
variety of music serves
as a common thread that
spans and bonds
generations. Each book
contains varied song
material so the teacher
can select appropriate
music for the lower
grades or older
beginners. This 12-step
teaching method carefully
brings students from
readiness to, ultimately,
creating music through
inner hearing and then
transferring their
musical thoughts into
notation—in other
words, to compose music!
This CD provides
14Â classical
selections referenced in
Conversational Solfege
Level 2. These examples
provide reinforcement for
emerging literacy skills,
and they also enable
students to listen to
wonderful classical
examples with greater
attention. Listening to
classical music can be
challenging for
elementary students. With
nothing to hang onto, the
many notes can be too
much to comprehend and
attention soon wanes. But
with minimal literacy
skills, students will
have enough musical
information to discover
that classical music can
be accessible and
appealing. In the
included booklet, timings
are given for each
selection and the
portions of the music
that are readable by the
students are reproduced.
Whether using this CD
with Conversational
Solfege instructional
materials or simply as a
resource of classical
music with simple to read
rhythmic and melodic
material, both teachers
and students will delight
in discovering this
wonderful music through
literacy. This series is
a complete, innovative
approach to teaching
music that will stay
fresh year after year.
CONTENTS Conversational
Solfege Unit 5:Â 1.
Antonin Dvorak •
New World Theme
Conversational Solfege
Unit 6:Â 2. Franz
Joseph Haydn •
Theme from  the
Surprise Symphony, 3.
Camille
Saint-Sans •
Turtles from Carnival of
the Animals, 4. Ludwig
van Beethoven •
Symphony No. 7, 2nd
Movement, 5. Josef
Strauss •
Feuerfest (Fireproof)
Polka, Op. 269
Conversational Solfege
Unit 7:Â 6. Jacques
Offenbach •
Can-Can, 7. Dmitry
Kabalevsky •
Pantomime from the
Comedians, 8. Edvard
Grieg • In the
Hall of the Mountain King
Conversational Solfege
Unit 9 and Unit 11:Â 9.
Jacques
Offenbach •
Barcarolle Conversational
Solfege Unit 10:Â 10.
Edvard Grieg •
Morning Conversational
Solfege Unit 11:Â 11.
Ottorino
Respighi •
Ground in G
Conversational Solfege
Unit 12:Â 12. Johann
Sebastian Bach •
Jesu, Joy of Men's
Desiring, 13. Jean
Sibelius •
Finlandia Conversational
Solfege Unit 13:Â 14.
Ludwig Van
Beethoven •
Symphony No. 6, Movement
5Â John M. Feierabend
is Professor Emeritus and
former Director of Music
Education at The Hartt
School of Music,
University of Hartford,
Connecticut.
Written by Mark Levine. Instructional book (spiral bound). With instructional te...(+)
Written by Mark Levine.
Instructional book
(spiral bound). With
instructional text,
musical examples and
black and white photos.
522 pages. Published by
Sher Music Company.
The Definitive Paul Simon Songbook by Paul Simon. For Melody Line, Lyrics and Ch...(+)
The Definitive Paul Simon
Songbook by Paul Simon.
For Melody Line, Lyrics
and Chords. Music Sales
America. Folk Rock.
Softcover. 560 pages.
Paul Simon Music
#PS11594. Published by
Paul Simon Music
By Paul Simon. For guitar. Little Black Songbook. The little book with all the B...(+)
By Paul Simon. For
guitar. Little Black
Songbook. The little book
with all the BIG songs.
Folk. Level: Easy. Lyric
and Chord Book. 224
pages. Published by Music
Sales.
Boosey & Hawkes
– Windependence
Chamber Ensemble –
Grade 5. Composed by
Maurice Ravel. Arranged
by Richard Frey.
Windependence Chamber
Ensemble. Chamber,
Concert Band. Softcover.
64 pages. Boosey & Hawkes
#M051663927. Published by
Boosey & Hawkes
(HL.48024438).
UPC:
888680788919.
9.0x12.0x0.172 inches.
Maurice Ravel/trans.
Richard
Frey.
Maurice
Ravel's Mother Goose
Suite compirses five
charming miniatures, each
evoking a fairy tale
scene. From the
simplicity of the opening
“Pavane of Sleeping
Beauty†to the
whirling dance of the
“Conversation of
Beauty and the
Beast,†Ricahrd
Frey's colorful new
setting for chamber winds
and percussion captures
the beauty and elegance
of Ravel's entrancing
work.
The Quintessential Guide to Creating Quality Musical Theatre Programs. Chora...(+)
The Quintessential Guide
to
Creating Quality Musical
Theatre Programs. Choral.
Hardcover. 368 pages. GIA
Publications #G9403.
Published by GIA
Publications
Band Concert Band - Grade 2 SKU: CF.YPS105 Warm-Ups and Fundamentals(+)
Band Concert Band - Grade
2
SKU: CF.YPS105
Warm-Ups and
Fundamentals.
Composed by Larry Clark.
Collate - FS SWS - spine:
3/4 or .75. Young
Performance Series. Set
of Score and Parts. With
Standard notation.
16+4+8+8+4+10+4+4+8+8+8+1
2+4+6+2+2+4+2+20 pages.
Duration 2 minutes, 53
seconds. Carl Fischer
Music #YPS105. Published
by Carl Fischer Music
(CF.YPS105).
ISBN
9780825884870. UPC:
798408084875. 9 x 12
inches. Key: Bb
major.
Based on our
popular New Bennett Band
Book series, we have
compiled march-style
warm-ups in a separate
publication so they may
be used by all bands
wishing to learn from
them. These innovative
warm-ups and fundamental
drills are the ultimate
method of teaching and
reinforcing the March
style. How To Use the
March Warm-upsPlaying in
a march style can present
difficulties for young
students. The most
prevalent problem is that
students have a tendency
to play every note too
short. Conversely,
accented notes are
usually played
incorrectly with too much
tongue. Do marches
contain short notes?
Absolutely, but these
shortest of notes should
be reserved for notes
that precede an accent or
notes that are
specifically marked with
a staccato. Think of
unmarked notes as being
separated, but not short
and certainly not clipped
or stopped with the
tongue. Accented notes
should be played with
more weight using air and
more length, and not just
a harder tongue. Accents
are given to show
emphasis to a note and
should be thought of in
this manner.The warm-up
exercises provided in
this collection should
give you many
opportunities to stress
the above-mentioned
comments on march
performance style. The
following gives an
explanation on the
purpose and use of each
of these exercises.No. 1
– Basic Chords and
ModulationsOne of the
challenges of playing
marches with young
students is successfully
performing the key change
at the Trio. This
exercise presents the
three basic chords
(tonic, subdominant and
dominant) in each of the
three keys in this
collection of marches.
You can also use this
exercise to teach and
reinforce the style of
accented notes. You may
want to have your band
play major scales in
succession by fourths to
reinforce the concept of
modulation to the
subdominant that occurs
at the Trio (i.e. the
B≤-major scale,
then the E≤-major
scale, then the
A≤-major scale). I
might suggest getting the
students to try
continuing the pattern
all the way around the
circle of fourths.No. 2
– March Style in
B≤ MajorThis
exercise contains many
opportunities to teach
and reinforce the
difference between
staccato and accented
notes. The melody voices
move up and down the
B≤-major scale,
while other instruments
play chords commonly
found in the marches in
this collection. These
include diminished
chords, secondary
dominant chords (i.e. the
V of the V) and other
common chromatic chords
that Fillmore often
used.No. 3 –
Cakewalk Rhythm in
B≤ MajorThe simple
syncopated rhythm in this
exercise is common to
many marches. This drill
gives you the opportunity
to teach/ reinforce the
standard ar-ticulation
and natural accent of
this rhythmic pattern.
Again, this exercise uses
an ascending and
descending major-scale
pattern as the melodic
basis, accompanied by
chords commonly found in
American- style
marches.No. 4 –
The March Scale in
B≤ MajorI call this
exercise “The March
Scale,†because
often in marches (and
especially in these
marches) the descending
half-step is part of the
melodic material. These
chromatic figures give
the melodies of many
marches their charm and
flow. Thus, I devised
this exercise and others
like it in E≤ major
and A≤ major to
familiarize students with
these patterns. I would
suggest playing the
pattern in a variety of
ways different from what
is written. Here are some
other
possibilities:•
Tongue one, slur
three• Slur two,
tongue two• Tongue
two, slur two•
Tongue one, slur two,
tongue oneGradually
increase the tempo to the
march tempo and the
articulation style will
fall right into
place.Another important
consideration is the
performance of the bass
line and the bass-drum
part. Too often, the bass
drum and bass instruments
play their parts with
equal emphasis on both
beats in the measure.
This is incorrect, and
frequently makes the
marchNo. 5 – March
Style in E≤
MajorThis is a similar to
exercise No. 2, but with
a different rhythmic
pattern. Emphasize the
difference between
accented and unaccented
notes. Also, play the
exercise with line
direction moving the
musical line forward.
Experiment and play the
exercise with different
dynamic choices and with
hairpins up and down in
different ways.No. 6
– More March Style
in E≤ MajorExercise
No. 6 comprises more
rhythmic patterns and
harmonic materials in
E≤ major to teach
and reinforce the march
style. This exercise
em-phasizes the
sixteenth-note rhythm, as
notated in the third
measure of the exercise.
Young stu- dents have a
tendency to
“crush†the
sixteenths; consequently,
they lack clarity. It
would be a good idea to
work this rhythmic figure
on a scale pattern with
all of the instruments in
the band as an additional
warm-up exercise.No. 7
– The March Scale
in E≤ MajorSee the
information for No. 4 and
apply it to this
exercise. Use all of the
various articulations
described above as
well.No. 8 – March
Style in A≤
MajorSee the information
for No. 2 and apply it to
this exercise.No. 9
– Cakewalk Rhythm
in A≤ MajorSee the
information for No. 3 and
apply it to this
exercise.No. 10 –
The March Scale in
A≤ MajorSee the
information for No. 4 and
apply it to this
exercise.Other Ideas for
March PerformanceA
rehearsal practice that
has worked very well for
me is to start out by
having the band play the
march very slowly at
about Å’ = 60 in a
chorale/legato style. The
slow tempo is a fine
opportunity to work on
clarity of harmonic move-
ment and to work on the
balance and blend of the
tutti band sound. This
will pay great dividends
toward improving the
sound of your band.
Gradually increase the
tempo to the march tempo
and the articulation
style will fall right
into place.Another
important consideration
is the performance of the
bass line and the
bass-drum part. Too
often, the bass drum and
bass instruments play
their parts with equal
emphasis on both beats in
the measure. This is
incorrect, and frequently
makes the march.
Piano - Grade 7-8 SKU: ST.C463 Composed by Federico Ruiz. Edited by Clara...(+)
Piano - Grade 7-8
SKU:
ST.C463
Composed by
Federico Ruiz. Edited by
Clara Rodriguez. Piano
and keyboard music.
Collection. Clifton
Edition #C463. Published
by Clifton Edition
(ST.C463).
ISBN
9790570814633.
This
volume contains
contrasting works by
Federico Ruiz spanning
quite a large and rich
period of his
compositional output that
goes from his early
Micro-Suite (1971), to
lilting, sweet and
rhythmic Venezuelan
waltzes passing by the
mysterious, intimate, and
intense Nocturno (1994)
plus pieces originally
composed for film, and
theatre. Real eclecticism
in styles, moods and
atmospheres that show
Ruizâ??s talents and
scope.
The
Nocturno is a deep,
intriguing, substantial
piece presenting a
satisfying length which
moves from different
paths of the mind and the
heart written in an
abstract, chromatic
idiom, that does not
dissociate itself from
the Venezuelan waltz and
the joropo. One could
perhaps say that there is
a deconstruction of the
latter. For the
interpretation, the
composer has suggested to
me that it is allowed to
have some flexibility in
the tempo. Ruiz kindly
dedicated it to me, and I
have had the pleasure of
performing it in many
concerts.
Although
all highly expressive,
the Three Venezuelan
Waltzes present in this
collection as well as the
piece titled Aliseo, are
works that are close to
the colourful Venezuelan
folk tradition. Federico
Ruiz had given me two of
them when we first met:
â??Tu Presenciaâ??
(1981) and
â??EloÃsaâ?? (1989)
and then I attended a
performance of the play
â??Office Number Oneâ??
by Miguel Otero Silva
with a fantastic actor,
Elba Escobar in the role
of Carmen Rosa and, I
just fell in love and was
very moved by the
incidental music that I
later discovered, by
reading the programme,
had been written by
Federico Ruiz. Later that
evening, I called him and
asked to please make a
piano score of the
composition, so I could
have the desired piece in
my hands. That is how
â??Carmen Rosaâ?
waltz (1987) came to
exist in a piano
version.
â??Elois
aâ?? is another
Venezuelan waltz with
more jazzy harmonies
where precision in the
rhythm and elegant
playing is also
essential, as it is in
most of his
pieces.
â??Tu
Presenciaâ?? was
dedicated to his mother,
Margarita. It is written
with the structure of the
Venezuelan waltz, which
consists of a nostalgic
subject that leads to a
faster, happier middle
section where the typical
graceful rhythm is given
by the left-hand
accompaniment figure of a
dotted crotchet followed
by a quaver and a
crotchet.
The
craft and magic found in
the five movements of the
Micro-Suite is based on a
dodecaphonic row by Ernst
Krenek. They remind us of
the idiom of the Second
Viennese School. These
real miniatures seem to
tell short stories. The
â??Preludioâ?? is full
of humour. I imagine
dancing figures given by
the jumps all over the
keyboard and extreme
dynamics; the phrases
give the impression of a
conversation with many
questions and answers.
The â??Invenciónâ??
is a kaleidoscopic piece
where the hands mirror
each other. The
â??Passacagliaâ?? is
the longest movement, at
just over a minute where
the prime motif is
repeated three times on
the bass line. For its
construction Federico
Ruiz uses as well the
retrograde and the
retrograde inversion of
the twelve-tone series.
It must be played
expressively with dynamic
contrasts between
pianissimo and louder
events. The
â??Scherzoâ?? has
repetitive motifs of a
minor third in both hands
and the â??Finalâ??
displays virtuosic
passages for the
pianist.
Composed by Christian Mason. World premiere: Paris, Cite de la musique, Januar...(+)
Composed by Christian
Mason.
World premiere: Paris,
Cite
de la musique, January
14,
2020. Breitkopf and
Haertel
#EB 9377. Published by
Breitkopf and Haertel
Guitar - Intermediate SKU: MB.WBM75M Saddle-stitched. Folk. Book and onli...(+)
Guitar - Intermediate
SKU: MB.WBM75M
Saddle-stitched. Folk.
Book and online audio.
Mel Bay Publications, Inc
#WBM75M. Published by Mel
Bay Publications, Inc
(MB.WBM75M).
ISBN
9781737795353. 8.75X11.75
inches.
This is a
collection of 86 guitar
solos in notation only
from William Bayâ??s
books, Solo Guitar in
Worship,
Communion,
Psalms,
Timeless Gospel
Melodies and
Spirituals. The
solos work well as
preludes, offertories,
communion hymns,
recessionals or they can
be played for
enjoyment. All 86
solos have been recorded
and are available as
online downloads with
this book.
Composed by
Traditional Christmas
Spiritual. Arranged by
Ken Berg. Sws.
Performance Score. 16
pages. Duration 3
minutes, 40 seconds. Carl
Fischer Music #CM9634.
Published by Carl Fischer
Music (CF.CM9634).
ISBN 9781491157060.
UPC: 680160915620. 6.875
x 10.5 inches. Key: G
major. English, English.
Traditional Christmas
Spiritual.
Berg's
fantastic setting of this
beloved American
Christmas spiritual for
advanced tenor-bass
choirs tells a story of
hope and meaning. The
various textures
throughout the a cappella
arrangement with solos
add much variety and
musical interest. A
holiday programming
must!. This beloved
American Christmas
Spiritual, like all
spirituals and/or folk
songs, tells a story.
This is a story of hope
and meaning. The
introductory solo call
and response (mm. 1-7) is
hymnic in nature, just to
get us started. (Think of
it as an effective head
fake!) The entrance at m.
8 from the upper three
voices (we'll call them
the trio part henceforth)
is pivotal. They set the
stage for the
conversation between the
singers and the soloist
for the rest of the song.
From this point, the song
is basically a Jazz Trio
in vocal form. The bass
singers take on the role
of the cool dude in the
back wearing dark glasses
and a beret playing the
string bass. They provide
the driving force for the
forward movement of the
entire song. The trio
part, basically tenors 1
& 2 and baritones,
take on the role of the
keyboard providing
chordal structure and
syncopation. Their job is
to fill the listener's
ear with sound and
rhythm. The soloist tells
the story using the known
melody and text with
appropriate improv
opportunities to keep the
listeners focused on the
message of the song.
There is enough
repetition to make for
easy learning, but this
also means that the
chords need to snap into
position cleanly every
time. The Verses are
easily identified (there
are three) and presented
with some small
variations in Verse 3
(see mm. 56-58...this
only happens once). The
Refrain (mm. 30-37) is
the part of the song
where the singers switch
from the Jazz Trio role
and actually become a
Men's Choral Ensemble.
This Refrain is repeated
after Verse 3 at mm.
66-71. Between verses 2
& 3, there is not a
refrain. Instead, there
is a bridge repeated from
the introductory
material, but used this
time to move us into a
new key signature. This
can be a very exciting
moment for the singers as
well as the listeners!
Measures 72-75 is known
in the business as a
vamp. It can be repeated
once and then move on, OR
it can be repeated
multiple times, depending
on the comfort level of
the soloist and the
response of the audience.
It is important that
there be a clear signal
from the conductor as to
how to end the vamp and
move effectively to the
actual coda of the song.
The ending should be sung
with tight control that
only looks like reckless
abandon! Faces bright;
words clean; melody
clear; rhythms precise!
Enjoy. This beloved
American Christmas
Spiritual, like all
spirituals and/or folk
songs, tells a story.
This is a story of hope
and meaning. The
introductory solo call
and response (mm. 1-7) is
hymnic in nature, just to
get us started. (Think of
it as an effective head
fake!)The entrance at m.
8 from the upper three
voices (we’ll call
them the “trio
part†henceforth)
is pivotal. They set the
stage for the
conversation between the
singers and the soloist
for the rest of the song.
From this point, the song
is basically a Jazz Trio
in vocal form. The bass
singers take on the role
of the cool dude in the
back wearing dark glasses
and a beret playing the
string bass. They provide
the driving force for the
forward movement of the
entire song.The
“trio partâ€,
basically tenors 1 & 2
and baritones, take on
the role of the keyboard
providing chordal
structure and
syncopation. Their job is
to fill the
listener’s ear
with sound and rhythm.The
soloist tells the story
using the known melody
and text with appropriate
improv opportunities to
keep the listeners
focused on the message of
the song.There is enough
repetition to make for
easy learning, but this
also means that the
chords need to
“snap into
position†cleanly
every time. The Verses
are easily identified
(there are three) and
presented with some small
variations in Verse 3
(see mm. 56-58…this
only happens once).The
Refrain (mm. 30-37) is
the part of the song
where the singers switch
from the “Jazz
Trio†role and
actually become a
“Men’s
Choral Ensembleâ€.
This Refrain is repeated
after Verse 3 at mm.
66-71. Between verses 2 &
3, there is not a
refrain. Instead, there
is a bridge repeated from
the introductory
material, but used this
time to move us into a
new key signature. This
can be a very exciting
moment for the singers as
well as the
listeners!Measures 72-75
is known in the business
as a “vampâ€.
It can be repeated once
and then move on, OR it
can be repeated multiple
times, depending on the
comfort level of the
soloist and the response
of the audience.It is
important that there be a
clear signal from the
conductor as to how to
end the
“vamp†and
move effectively to the
actual coda of the song.
The ending should be sung
with tight control that
only looks like reckless
abandon!Faces bright;
words clean; melody
clear; rhythms precise!
Enjoy.