(Words and Chords to Nearly 1200 Songs 9x12 Spiral Bound). Edited by Annie Patterson and Peter Blood. For Vocal. Vocal. Softcover. 304 pages. Published by Hal Leonard

(Words and Chords to Nearly 1200 Songs Spiral-Bound). Edited by Annie Patterson and Peter Blood. For Vocal. Vocal. Softcover. 304 pages. Published by Hal Leonard

Fakebook for Eb instrument. With vocal melody, lyrics and chord names. Series: Hal Leonard Fake Books. 864 pages. Published by Hal Leonard.

(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.

(4th Edition ) For voice and C instrument. Format: fakebook. With vocal melody, lyrics and chord names. Pop rock, rock and pop. Series: Hal Leonard Fake Books. 584 pages. 9x12 inches. Published by Hal Leonard.

Voice and Piano. By Richard Johnston. (resource book). Vocal Collection. Size 8.5x11 inches. 400 pages. Published by E.c. Kerby.

B-flat Edition. By Various. Fake Book (Includes melody line and chords). Size 8.5x11 inches. Published by Hal Leonard.

Eb Instruments. By Various. Fake Book (Includes melody line and chords). Size 9x11 inches. Published by Hal Leonard.

Band Concert Band

SKU: PR.465000130

For Large Wind Ensemble. Composed by Dan Welcher. Sws. Contemporary. Full score. With Standard notation. Composed 2010. Duration 14 minutes. Theodore Presser Company #465-00013. Published by Theodore Presser Company (PR.465000130).

ISBN 9781598064070. UPC: 680160600144. 9x12 inches.

Following a celebrated series of wind ensemble tone poems about national parks in the American West, Dan Welcher’s Upriver celebrates the Lewis & Clark Expedition from the Missouri River to Oregon’s Columbia Gorge, following the Louisiana Purchase of 1803. Welcher’s imaginative textures and inventiveness are freshly modern, evoking our American heritage, including references to Shenandoah and other folk songs known to have been sung on the expedition. For advanced players. Duration: 14’.
In 1803, President Thomas Jefferson sent Meriwether Lewis and William Clark’s Corps of Discovery to find a water route to the Pacific and explore the uncharted West. He believed woolly mammoths, erupting volcanoes, and mountains of pure salt awaited them. What they found was no less mind-boggling: some 300 species unknown to science, nearly 50 Indian tribes, and the Rockies.Ihave been a student of the Lewis and Clark expedition, which Thomas Jefferson called the “Voyage of Discovery,” for as long as I can remember. This astonishing journey, lasting more than two-and-a-half years, began and ended in St. Louis, Missouri — and took the travelers up more than a few rivers in their quest to find the Northwest Passage to the Pacific Ocean. In an age without speedy communication, this was akin to space travel out of radio range in our own time: no one knew if, indeed, the party had even survived the voyage for more than a year. Most of them were soldiers. A few were French-Canadian voyageurs — hired trappers and explorers, who were fluent in French (spoken extensively in the region, due to earlier explorers from France) and in some of the Indian languages they might encounter. One of the voyageurs, a man named Pierre Cruzatte, also happened to be a better-than-average fiddle player. In many respects, the travelers were completely on their own for supplies and survival, yet, incredibly, only one of them died during the voyage. Jefferson had outfitted them with food, weapons, medicine, and clothing — and along with other trinkets, a box of 200 jaw harps to be used in trading with the Indians. Their trip was long, perilous to the point of near catastrophe, and arduous. The dream of a Northwest Passage proved ephemeral, but the northwestern quarter of the continent had finally been explored, mapped, and described to an anxious world. When the party returned to St. Louis in 1806, and with the Louisiana Purchase now part of the United States, they were greeted as national heroes.Ihave written a sizeable number of works for wind ensemble that draw their inspiration from the monumental spaces found in the American West. Four of them (Arches, The Yellowstone Fires, Glacier, and Zion) take their names, and in large part their being, from actual national parks in Utah, Wyoming, and Montana. But Upriver, although it found its voice (and its finale) in the magnificent Columbia Gorge in Oregon, is about a much larger region. This piece, like its brother works about the national parks, doesn’t try to tell a story. Instead, it captures the flavor of a certain time, and of a grand adventure. Cast in one continuous movement and lasting close to fourteen minutes, the piece falls into several subsections, each with its own heading: The Dream (in which Jefferson’s vision of a vast expanse of western land is opened); The Promise, a chorale that re-appears several times in the course of the piece and represents the seriousness of the presidential mission; The River; The Voyageurs; The River II ; Death and Disappointment; Return to the Voyage; and The River III .The music includes several quoted melodies, one of which is familiar to everyone as the ultimate “river song,” and which becomes the through-stream of the work. All of the quoted tunes were either sung by the men on the voyage, or played by Cruzatte’s fiddle. From various journals and diaries, we know the men found enjoyment and solace in music, and almost every night encampment had at least a bit of music in it. In addition to Cruzatte, there were two other members of the party who played the fiddle, and others made do with singing, or playing upon sticks, bones, the ever-present jaw harps, and boat horns. From Lewis’ journals, I found all the tunes used in Upriver: Shenandoah (still popular after more than 200 years), V’la bon vent, Soldier’s Joy, Johnny Has Gone for a Soldier, Come Ye Sinners Poor and Needy (a hymn sung to the tune “Beech Spring”) and Fisher’s Hornpipe. The work follows an emotional journey: not necessarily step-by-step with the Voyage of Discovery heroes, but a kind of grand arch. Beginning in the mists of history and myth, traversing peaks and valleys both real and emotional (and a solemn funeral scene), finding help from native people, and recalling their zeal upon finding the one great river that will, in fact, take them to the Pacific. When the men finally roar through the Columbia Gorge in their boats (a feat that even the Indians had not attempted), the magnificent river combines its theme with the chorale of Jefferson’s Promise. The Dream is fulfilled: not quite the one Jefferson had imagined (there is no navigable water passage from the Missouri to the Pacific), but the dream of a continental destiny.

Band Concert Band

SKU: PR.46500013L

For Wind Ensemble. Composed by Dan Welcher. Contemporary. Large Score. With Standard notation. Composed 2010. Duration 14 minutes. Theodore Presser Company #465-00013L. Published by Theodore Presser Company (PR.46500013L).

UPC: 680160600151. 11 x 14 inches.

I n 1803, President Thomas Jefferson sent Meriwether Lewis and William Clarks Corps of Discovery to find a water route to the Pacific and explore the uncharted West. He believed woolly mammoths, erupting volcanoes, and mountains of pure salt awaited them. What they found was no less mind-boggling: some 300 species unknown to science, nearly 50 Indian tribes, and the Rockies. I have been a student of the Lewis and Clark expedition, which Thomas Jefferson called the Voyage of Discovery, for as long as I can remember. This astonishing journey, lasting more than two-and-a-half years, began and ended in St. Louis, Missouri and took the travelers up more than a few rivers in their quest to find the Northwest Passage to the Pacific Ocean. In an age without speedy communication, this was akin to space travel out of radio range in our own time: no one knew if, indeed, the party had even survived the voyage for more than a year. Most of them were soldiers. A few were French-Canadian voyageurs hired trappers and explorers, who were fluent in French (spoken extensively in the region, due to earlier explorers from France) and in some of the Indian languages they might encounter. One of the voyageurs, a man named Pierre Cruzatte, also happened to be a better-than-average fiddle player. In many respects, the travelers were completely on their own for supplies and survival, yet, incredibly, only one of them died during the voyage. Jefferson had outfitted them with food, weapons, medicine, and clothing and along with other trinkets, a box of 200 jaw harps to be used in trading with the Indians. Their trip was long, perilous to the point of near catastrophe, and arduous. The dream of a Northwest Passage proved ephemeral, but the northwestern quarter of the continent had finally been explored, mapped, and described to an anxious world. When the party returned to St. Louis in 1806, and with the Louisiana Purchase now part of the United States, they were greeted as national heroes. I have written a sizeable number of works for wind ensemble that draw their inspiration from the monumental spaces found in the American West. Four of them (Arches, The Yellowstone Fires, Glacier, and Zion) take their names, and in large part their being, from actual national parks in Utah, Wyoming, and Montana. But Upriver, although it found its voice (and its finale) in the magnificent Columbia Gorge in Oregon, is about a much larger region. This piece, like its brother works about the national parks, doesnt try to tell a story. Instead, it captures the flavor of a certain time, and of a grand adventure. Cast in one continuous movement and lasting close to fourteen minutes, the piece falls into several subsections, each with its own heading: The Dream (in which Jeffersons vision of a vast expanse of western land is opened); The Promise, a chorale that re-appears several times in the course of the piece and represents the seriousness of the presidential mission; The River; The Voyageurs; The River II ; Death and Disappointment; Return to the Voyage; and The River III . The music includes several quoted melodies, one of which is familiar to everyone as the ultimate river song, and which becomes the through-stream of the work. All of the quoted tunes were either sung by the men on the voyage, or played by Cruzattes fiddle. From various journals and diaries, we know the men found enjoyment and solace in music, and almost every night encampment had at least a bit of music in it. In addition to Cruzatte, there were two other members of the party who played the fiddle, and others made do with singing, or playing upon sticks, bones, the ever-present jaw harps, and boat horns. From Lewis journals, I found all the tunes used in Upriver: Shenandoah (still popular after more than 200 years), Vla bon vent, Soldiers Joy, Johnny Has Gone for a Soldier, Come Ye Sinners Poor and Needy (a hymn sung to the tune Beech Spring) and Fishers Hornpipe. The work follows an emotional journey: not necessarily step-by-step with the Voyage of Discovery heroes, but a kind of grand arch. Beginning in the mists of history and myth, traversing peaks and valleys both real and emotional (and a solemn funeral scene), finding help from native people, and recalling their zeal upon finding the one great river that will, in fact, take them to the Pacific. When the men finally roar through the Columbia Gorge in their boats (a feat that even the Indians had not attempted), the magnificent river combines its theme with the chorale of Jeffersons Promise. The Dream is fulfilled: not quite the one Jefferson had imagined (there is no navigable water passage from the Missouri to the Pacific), but the dream of a continental destiny.

Composed by Stephen McManus. For organ. Bachian fuges - think Saint Anne in Eb. General. Published by CanticaNOVA Publications

Violin Part. By Shinichi Suzuki, violin performed by William Preucil, Jr., piano accompaniment performed by Linda Perry. This edition: International. Method/Instruction; SmartMusic; String - Violin (Suzuki); Suzuki. Suzuki Violin School. Book; CD. 48 pages. Alfred Music #00- 46910. Published by Alfred Music

Violin

SKU: AP.48722

Violin Part. Composed by Dr. Shinichi Suzuki. This edition: International. MakeMusic Cloud; Method/Instruction; String - Violin (Suzuki); Suzuki. Suzuki Violin School. Book and CD. 48 pages. Alfred Music #00-48722. Published by Alfred Music (AP.48722).

ISBN 9781470644130. UPC: 038081560342. English.

Teach violin with the popular Suzuki Violin School! The Suzuki Method of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the mother-tongue approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Violin School. Suzuki lessons are generally given in a private studio setting with additional group lessons. The student listens to the recordings and works with their Suzuki violin teacher to develop their potential as a musician and as a person.

This Suzuki Book and CD is integral for Suzuki violin lessons. This International Edition of the Suzuki Violin School, Volume 1 features:
* Engravings in a 9 x 12 format
* New editing of pieces, including bowings and fingerings
* 16 additional pages
* Additional exercises, some from Shinichi Suzuki, plus additional insight and suggestions for teachers
* Glossary of terms in English, French, German, and Spanish
* Musical notation guide
* Fingerboard position
* CD features new recordings by Hilary Hahn in collaboration with pianist Natalie Zhu, as well as piano accompaniment only tracks for play-along purposes.

Titles: Principles of Study and Guidance * Twinkle, Twinkle, Little Star Variations (Suzuki) * Lightly Row (Folk Song) * Song of the Wind (Folk Song) * Go Tell Aunt Rhody (Folk Song) * O Come, Little Children (Folk Song) * May Song (Folk Song) * Long, Long Ago (Bayly) * Allegro (Suzuki) * Perpetual Motion (Suzuki) * Allegretto (Suzuki) * Andantino (Suzuki) * Etude (Suzuki) * Minuet 1, Minuett III from Suite in G Minor for Klavier, BWV 822 (Bach) * M.

About Suzuki Method

The Suzuki Method is based on the principle that all children possess ability and that this ability can be developed and enhanced through a nurturing environment. All children learn to speak their own language with relative ease and if the same natural learning process is applied in teaching other skills, these can be acquired as successfully. Suzuki referred to the process as the Mother Tongue Method and to the whole system of pedagogy as Talent Education. The important elements of the Suzuki approach to instrumental teaching include the following:an early start (aged 3-4 is normal in most countries); the importance of listening to music; learning to play before learning to read; -the involvement of the parent; a nurturing and positive learning environment; a high standard of teaching by trained teachers; the importance of producing a good sound in a balanced and natural way; core repertoire, used by Suzuki students across the world; social interaction with other children. Suzuki students from all over the world can communicate through the language of music.

E-Z Play Today (Easy big-note right-hand-only arrangements for piano, organ, and electronic keyboard). Size 9x12 inches. 296 pages. Published by Hal Leonard.

By Dr. Shinichi Suzuki. For Violin. String - Violin (Suzuki). The Suzuki Method Core Materials. Book. 28 pages. Published by Alfred Publishing.

Violin

SKU: AP.48723

International Edition. By Hilary Hahn and Natalie Zhu. This edition: Performance/Accompaniment CD; International. MakeMusic Cloud; Method/Instruction; String - Violin (Suzuki); Suzuki. Suzuki Violin School. CD. Alfred Music #00-48723. Published by Alfred Music (AP.48723).

ISBN 9781470644147. UPC: 038081560359. English.

Teach violin with the popular Suzuki Violin School! The Suzuki Method of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the mother-tongue approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Violin School. Suzuki lessons are generally given in a private studio setting with additional group lessons. The student listens to the recordings and work with their Suzuki violin teacher to develop their potential as a musician and as a person.

This CD of the Suzuki violin method, Volume 1 features recordings by Hilary Hahn in collaboration with pianist Natalie Zhu, as well as piano accompaniment only tracks for play-along purposes.

Titles: Twinkle, Twinkle, Little Star Variations (Suzuki) * Lightly Row (Folk Song) * Song of the Wind (Folk Song) * Go Tell Aunt Rhody (Folk Song) * O Come, Little Children (Folk Song) * May Song (Folk Song) * Long, Long Ago (Bayly) * Allegro (Suzuki) * Perpetual Motion (Suzuki) * Allegretto (Suzuki) * Andantino (Suzuki) * Etude (Suzuki) * Minuet 1, Minuett III from Suite in G Minor for Klavier, BWV 822 (Bach) * Minuet 2, Minuet, BWV Anh. II 116 from Notebook for Anna Magdalena Bach (Bach) * Minuet 3, Minuet BWV Anh. II 114/Anh. III 183 (Bach) * The Happy Farmer from Album for the Young, Op. 68, No. 10 (Schumann) * Gavotte (Gossec).

This title is available in MakeMusic Cloud.

About Suzuki Method

The Suzuki Method is based on the principle that all children possess ability and that this ability can be developed and enhanced through a nurturing environment. All children learn to speak their own language with relative ease and if the same natural learning process is applied in teaching other skills, these can be acquired as successfully. Suzuki referred to the process as the Mother Tongue Method and to the whole system of pedagogy as Talent Education. The important elements of the Suzuki approach to instrumental teaching include the following:an early start (aged 3-4 is normal in most countries); the importance of listening to music; learning to play before learning to read; -the involvement of the parent; a nurturing and positive learning environment; a high standard of teaching by trained teachers; the importance of producing a good sound in a balanced and natural way; core repertoire, used by Suzuki students across the world; social interaction with other children. Suzuki students from all over the world can communicate through the language of music.

Woodwind Quintet

SKU: SU.32040050

For Woodwind Quintet. Composed by Amy Riebs Mills. Woodwinds, Woodwind Ensemble, Chamber Music, Woodwind Quartet/Quintet. Score & Parts. Subito Music Corporation #32040050. Published by Subito Music Corporation (SU.32040050).

Woodwind Quintet (Flute, Oboe, Clarinet, Horn, Bassoon) Duration: 6' Composed: 2012 Published by: Amy Mills Music, LLC 3 movements I. Seven Toes Down II. En Pointe III. Muddy Boots This charming suite has three short movements, each with its own character. The suite bursts open with breathless energy. Seven Toes Down is modal, in 7/8 time, with people dancing in bare feet on bare ground, so vigorously that it kicks up the dust. En Pointe opens with a lovely waltz, then it focuses in on the tiny, delicate movements of a ballerina high up on her toes. Muddy Boots is big strong guys, covered with dirt from a hard day of work, practicing one-upmanship. Different players have the chance to show what they can do, surrounded by their friends. Then we catch another glimpse of the ballerina before closing playfully with Seven Toes Down. Difficulty Level: 4 (Advanced) See composer website for audio sample.

Arranged by Teena Chinn. For Choir. (SATB Singer's Edition). Choral Octavo. Broadway. Level: Moderate (grade III). Choral Octavo. Published by Alfred Publishing.

(25 Great Easy Piano Movie Hits). Arranged by Dan Coates. For Piano. Book; CD; Method/Instruction; Piano Collection; Piano Supplemental. Complete Idiot's Guide. Movie. Easy Piano. 208 pages. Published by Alfred Music Publishing

Concert Band/Harmonie - Grade 4

SKU: BT.GOB-000712-140

Composed by Jan Bosveld. Score Only. 40 pages. Gobelin Music Publications #GOB 000712-140. Published by Gobelin Music Publications (BT.GOB-000712-140).

The Egyptian pharaoh Amenhotep IV, better known as Achnaton, was the second son and successor of Amenhotep III.
He reigned the New Kingdom from 1353 until 1336 BC.
Achnatons lack of interest in the economic well-being of Egypt ushered ina revolutionary period in Egyptian history.
His harsh reign induced much suffering under the population.
During this period when it was customary for a pharaoh to have many wives, he had taken his cousin Nefertete to reign as queen at hisside.
An elegant and very beautiful woman, she used her influence to ease the turmoil caused by Achnaton.
Combined with her grace, her presence at public functions led to a greater popularity among her subjects than the pharaoh enjoyedhimself.
Being mostly preoccupied with religious questions, he declared that all the other gods did not exist. There was only one god, the Aten, and it was the sun itself.
It was now necessary to change his name: ‘Amenhotep’ meaning ‘the god Amun is satisfied’, because he didnt want to be associated with Amun or any of the other deities.
He renamed himself ‘Achnaton’ which means ‘servant of the Aten’ -- a much more appropriate title!
In the sixth year of his reignAchnaton also moved the capital to a brand new city called Achet-Aton (‘the Horizon of the Aten’) which was where Tel el-Amarna stands today. He did this to further isolate himself from the ‘old’ religion, since the previous capital Thebes was thecentre of worship of Amun.
This new religion created an up rise among the population and high priests. In spite of Nefertetes influence, the falling economy and religious conflict resulted in the decline of the Egyptian empire.
Hoping toforget it ever happened, people later tried to eradicate all traces of Achnaton and his successors rule by smashing their statues, mutilating their mummies, and ruining their relief carvings.
From that moment on he was remembered as the‘heretic king’.

This composition was partially funded by the ‘Prins Bernhard Cultuurfonds’.

D e Egyptische farao Achnaton was de zoon en opvolger van Amenhotep III en besteeg de troon als Amenhotep IV.
Hij regeerde van 1353 tot 1336 voor Christus.
Achnaton was nauwelijks ge?nteresseerd in politiek en handel waardoorhet Egyptische rijk onder zijn bewind in economisch verval raakte. Hij regeerde per decreet waaronder de bevolking zwaar te leiden had.
In die tijd was het gebruikelijk dat de farao’s meerdere vrouwen hadden waarvan hij eréén tot zijn hoofdvrouw koos waarmee hij zijn rijk regeerde.
Nefertete was de uitverkorene. Een zeer mooie, elegante vrouw, die met haar invloed op het harde beleid van Achnaton nog voor enige verlichting zorgde. Dit en haar aanwezigheidbij openbare presentaties leidde ertoe dat zij bij de bevolking een veel grotere populariteit genoot dan de farao zelf.
Achnaton hield zich vooral bezig met religieuze vraagstukken. Hij brak met het idee dat er meergoden zouden bestaan. Volgens hem was er slechts één god, namelijk de zon. Deze zonnegod noemde hij Aton.
Nadat deze gedachte zich bij hem had geopenbaard veranderde hij zijn naam van Amenhotep in Achnaton, hetgeen in het Egyptisch“Aton welgevallig” betekent.
In zijn zesde regeringsjaar stichtte Achnaton de nieuwe regeringszetel “Achet-Aton”, ver van de bewoonde wereld in de woestijn.
Deze stad, het huidige Tell el-Amarna in Midden-Egypte,stond geheel in het teken van de zonnegod. Deze nieuwe godsdienst stuitte op veel weerstand bij de bevolking en de priesters. De godsdienststrijd die hierdoor ontstond gekoppeld aan het economische verval zorgde, ondanks de invloedvan Nefertete, voor de ineenstorting van het Egyptische rijk als grote mogendheid.
Na de dood van Achnaton werd de regeringszetel “Achet-Aton” gebruikt als steengroeve. Zijn naam werd verwijderd van de alle bouwwerken en herinneringszuilen.