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

Parti Orchestra. Par VIVALDI ANTONIO. The orchestral set contains: 3 copies of Vl I and 3 copies Vl II 2 copies of vla, 2 copies of cello 1 copy of organ, contrabass, trumpet and oboe. Today the Gloria RV 589 (BA 7674) is one of Vivaldi's best-known compositions and one of the most frequently performed sacred vocal works from the Baroque period. Vivaldi wrote the ; Gloria as a self-contained work in the style of a concertante mass. However, it was probably also performed within church services. The scoring of the solo voices (SSA) suggests that the work was written during his period at the Ospedale della Pietà, around 1716. In the twelve movements of the ; Gloria, Vivaldi displays the whole range of his mastery from festive, sublime outer movements to tender, transparently scored solo passages. Thesame mastery has also been applied to the ; Kyrie RV 587 (BA 8950), scored for two choirs and two groups of stringed instruments. The date of its composition remains unclear. It is a purely a choral work without solo passages. Both works can be performed independently but can also be combined as a kind of short mass. Although the authenticity of the autograph manuscript score is beyond doubt, these new editions contain some re-evaluations in phrasing and performance practice which go beyond what other editions have to offer. The Piano reductions are straightforward, clearly presented and preserve the character of the works. - Attractive choral pieces which can be combined to form a short mass./ Répertoire / Matériel D'Orchestre

Transcription Pour Flûte, Hautbois Ou Cor Anglais, Clarinette, Cor En Fa et Basson. Par DEBUSSY CLAUDE. Score + Parties. This volume enriches the wind quintet repertoire with a masterpiece of the most refined chamber music literature, composed in a valuable historical period which did not give birth to novel pieces of relevant importance for this kind of ensemble. The present version, which generates from the study and expertise of a musician who devoted more than twenty years of his artistic career to the wind quintet, yearns to be a meta-arrangement. Indeed, the musical material is expressed in a language so profound and so universal that it can be played by instruments different from the original ones without losing any of its significance. / Niveau : Avancé / Répertoire / Flûte Traversière hautbois ou Cor Anglais, Clarine

Major - 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

Pentatonig. 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. Welsh Edition This volume closely follows the English Volume 1, substituting Welsh for English wherever words are used in speech or song. It should be used in conjunction with the English version, since only the sung and spoken parts are provided./ Répertoire / Voix, Flûte à Bec et Percussion

Par FELDMANN WALTER. Commissioned by the Ensemble Intercontemporain In 1989 I first discovered the writings of Anne-Marie Albiach. H II linéaires especially impressed me, on the one hand through the sensual presence of the words, and on the other hand, above all, through the spatial disposition of the typography. This is a form of writing which has nothing to do with all that has existed before it. This impression was the starting point for a creative work which has since become a kind of a project to which I will dedicate myself throughout my life. Since that time of my first discovery (in which hundreds of pages of sketches and a published excerpt of a score of a syntagma have been composed, namely « monstrueuse vécut dans le cadre » la mémoire) I have attempted to develop a new musical system that encompasses all the parameters of composition. All of these works which I have composed are independent from this enormous project, but at the same time they form the experimental laboratory for the all-encompassing musical system towards which I am working and developing: a new system of determining pitches, metre, dynamics, musical diction, manner of performance, etc. With « monstrueuse vécut dans le cadre » la mémoire it appears that the research for this project has been concluded. After the two large cycles « Les Géorgiques » on texts from Claude Simon and « Tristram Shandy » from Laurence Sterne, both employing techniques from my work with Albiach’s texts, I could finally compose this work, which was originally conceived for voice and 6 instrumental groups – the system was mastered, so to speak. Anne-Marie Albiach’s establishes the genetic code for the piece, without the words having to be spoken. . Her text is, in the true sense of the word, measured from one syntagma (syntactical element), from one void (space) to another, and this results in temporal structures of ensemble texture. This is opposed to another texture, which is the temporal measurement of a recitation of the text by the author: her voice, using the range of her/ Répertoire / Alto Solo, Grand Ensemble en 6 groupes: 1) Contreb

for Wind Orchestra, Full Score. Par CESARINI FRANCO. Fascinated by the beauty of Chicago, Franco Cesarini has translated his emotions into music: this is how Symphony No. 3 “Urban Landscapes” Op. 55, was born, a musical portrait of this metropolis overlooking Lake Michigan. The composition is divided into three movements: The Wrigley Building from Dawn to Noon, Blue Silhouette and Cloud Gates, which by sharing the same thematic material arranged in cyclical form, strengthen the overall cohesion of the piece. The first movement, preceded by a short slow introduction in which the main theme is presented in an almost dreamlike form, metaphorically represents the city at dawn. The sudden change of time symbolizes the start of activities with all its noises and sounds: you can hear the bell that announces the closing of the subway doors, the sound of cars speeding by, the siren of a patrol car. If the first movement represents the day, the second introduces a nocturnal environment: a melancholic melody played by the English horn anticipates a more animated tempo depicting melodies coming from jazz clubs. Powerful fanfares that take up the second theme of the first movement introduce the third movement. In this finale, the role of the two themes is reversed compared to the first movement and one takes the place of the other in a kind of games of mirrors. Symphony No. 3 “Urban Landscapes” Op. 55: a sumptuous musical portrait of the “Windy City”./ Répertoire / Concert Band/Harmonie

for Wind Orchestra, World Set (no ESS). Par CESARINI FRANCO. Fascinated by the beauty of Chicago, Franco Cesarini has translated his emotions into music: this is how Symphony No. 3 “Urban Landscapes” Op. 55, was born, a musical portrait of this metropolis overlooking Lake Michigan. The composition is divided into three movements: The Wrigley Building from Dawn to Noon, Blue Silhouette and Cloud Gates, which by sharing the same thematic material arranged in cyclical form, strengthen the overall cohesion of the piece. The first movement, preceded by a short slow introduction in which the main theme is presented in an almost dreamlike form, metaphorically represents the city at dawn. The sudden change of time symbolizes the start of activities with all its noises and sounds: you can hear the bell that announces the closing of the subway doors, the sound of cars speeding by, the siren of a patrol car. If the first movement represents the day, the second introduces a nocturnal environment: a melancholic melody played by the English horn anticipates a more animated tempo depicting melodies coming from jazz clubs. Powerful fanfares that take up the second theme of the first movement introduce the third movement. In this finale, the role of the two themes is reversed compared to the first movement and one takes the place of the other in a kind of games of mirrors. Symphony No. 3 “Urban Landscapes” Op. 55: a sumptuous musical portrait of the “Windy City”./ Répertoire / Concert Band

for piano and woodwind quintet. Par JALBERT PIERRE. Wind Dances is in seven short contrasting movements, each containing dance-like rhythms, both slow and fast. Having two sons who both play the clarinet, I've heard many a woodwind quintet, so I've been wanting to write for the medium for quite a while. In this instance, I also added my own instrument, the piano. The work opens with a fast movement containing driving rhythms in the winds, which are then answered by the piano. The second movement features colorful effects in the winds and piano (slap tongue, air sounds, muted tones) leading to a long extended lyrical line, gradually orchestrated to involve all the winds. The third movement is a dynamic scherzo, with a separate middle section similar to a traditional Trio section. The slowly unfolding fourth movement is the longest of the piece and anchors the middle of the work. The fifth movement is a kind of echo of the third movement, though this time the dynamic scherzo is high and light, rather than low and dark. The sixth movement is related to the second movement, and is basically a solo cadenza for the clarinet, with a few accompanimental gestures in the piano. The seventh and final movement reprises material from the first movement, this time with new and driving dance-like gestures added. - Pierre Jalbert / Niveau : Avancé / Répertoire / Flûte Traversière (Piccolo), Hautbois, Clarinette,

Par SPOHR LOUIS. Louis Spohr?s technically, extremely demanding concertos have long been part of clarinetists? standard repertoire. Like the first clarinet concerto, this second concerto was composed for the clarinetist Johann Hermstedt, probably in the spring of 1810. Critics praised the concerto at its premiere, stating that it was ?undeniably one of the most accomplished works of art of its kind.? Emphasized was also the ?great and brilliant treatment of the solo instrument, combined with a very original orchestra accompaniment, where every part, even the timpani, is obbligato.? The concerto was even then a great success with the audience. For publication, Spohr supplemented the solo part with various ossia passages as simplifying alternatives. These can of course be found in the score as well as in the piano reduction presented in Ullrich Scheideler?s new critical Urtext edition in collaboration with G. Henle Verlag, now for the first time in a reliable edition. / Date parution : 2022-10-12/ Répertoire / Orchestre et Clarinette

Full Score. Par ADES THOMAS. With The Tempest, Thomas Adès composed one of the most striking and successful operas of recent years. From the turbulent orchestral prelude with which it begins to Ariel's stratospheric yet ethereal 'Five fathoms deep' and the radiant quintet of reconciliation in its final act, its composer conjures up a wholly compelling musical world. Responding to librettist Meredith Oakes' clear, unfussy refashioning of Shakespeare into formalised rhyme schemes, Adès has created a new kind of tonal language that is both direct and communicative but also indelibly contemporary./ Répertoire / Opéra

Par PAUSET BRICE. 'Sleeping Beauty', one of the most famous of the Grimm Brothers' fairy tales, has been the object of numerous analyses, commentaries, and renditions of all sorts. Its motifs, typical of the genre (pact, numeral symbolism, destiny, curses, enclosed space) abound in the crude and concise text from the 1812 version, the one I chose from among the seven versions spanning 1812 to 1857. The themes of suspended temporality (the entire castle deeply asleep) and fragile beauty are less common, but musically very inspiring. The instrumentation being used (string quartet, double-choir and orchestra) is treated as a composite derived from opera. The principle theme is distilled in the solo string quartet, the double-choir is assigned the narration, while the orchestra is entrusted with numerous descriptive elements designed to transpose the real action: ascending the stairway, spinning, etc. Of course, specific situations will put this lovely construction into peril. In the context of my work on 'critical exegesis' with regards to the stage, this project is an attempt to create music that in itself satisfies a large number of the demands normally present in the operatic setting: characters, action, movement, singing, dramaturgy, scenography, décor, lighting, etc. It is not a question of inventing new metaphors, but rather, of managing to transcribe the phenomena used in the Grimm Brothers' fairly tale with purely musical classifications and objects, rich with associative images: thus a music of situations and phenomena, more than of representation. Two sections of the piece were already composed for double-choir in a preparatory form (Zwei Studien über Dornröschen composed in 2007). The whole, amounting to about 25 minutes, is divided into 9 'scenes' equivalent to the interpretations of transitional moments in the Grimm Brothers' story: 1. '...keine Kinder...' 2. die Feen 3. '...alle Spindeln abschaffen...' 4. '...ein Wunder von Schönheit...' 5. Der alte Turm 6. '...Eine alte Frau... 7. Stich und Schlaf 8. Dornen und Kuss 9. Die hohe Zeit / contemporain / Répertoire / Quatuor à Cordes et Orchestre

Par BARKER WARREN. Ponder for a moment the lengths to which people have gone, the trials they have endured, and the risks they have taken while fighting to gain or preserve their freedom. After all, without freedom, what do you have?The opening of IN PRAISE OF FREEDOM introduces a sense of patriotism and independence. The Brass, Woodwinds, and Percussion take turns sharing the 'spotlight' throughout this uplifting piece. A final fanfare praises the progress of the relentless development of freedom for all mankind. / Niveau : 4 / Pièce de concert / Répertoire / Concert Band ou Harmonie

Par SHELTON MELVIN L.. A touching and intense memoriam piece, the mechanics are on the easy side of Grade 4, but the demand for tone quality and control in tenuto passages and long slurred phrases calls for the best of musicianship from any group. The 'Adagio e Rubato' tempo indication invites the kind of wonderfully expressive ensemble playing that should probably make up a larger part of band literature than it does today. Over a quiet unifying heartbeat from the timpani, the band explores the emotions felt after a tragic personal loss. A soaring F Horn solo (cued in Trumpet. and Alto Saxophone) leads poignantly toward a gentle Orchestra Bells and Wind Chime ending. / Niveau : 4 / Musique pour célébration / Répertoire / Concert Band

Commemorating the 100th Anniversary of the Model T Ford. Par JOHNSON TIMOTHY. What fun you’ll have with this descriptive tone picture by Timothy Johnson! All kinds of creative rhythmic and orchestration effects bring the old Model T to life once again. Young musicians will revel in the fun of interpreting this joyous look at the 'old days. ' It’s a perfect contrast to lighten up your concert and refresh the audience. There’s also plenty to teach in the realm of style, articulation, phrasing, and much more, let alone the opportunity for cross-curricular teaching in U. S. history. It makes learning fun. / Niveau : 2 / Pièce de concert / Répertoire / Concert Band