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

Par SINATRA FRANK. Frank Sinatra, chanteur et acteur de l'Academy Award-winning, signé avec Capitol Records dans les années 1950 et a sorti plusieurs albums acclamé par la critique (In the Wee petites heures, Songs For Swingin ' Lovers, Come Fly With Me, seuls le Lonely et Nice 'n' Easy). Plus tard, il quitte Capitol pour créer son propre label, Reprise Records, fait des tournées internationales et fraternisait avec le ' Rat Pack ' et le président John f. Kennedy. En 1965, Sinatra enregistré la rétrospective septembre de mes années et a marqué des hits avec des inconnus dans la nuit et My Way. Arrangement de Mark Freeh rassemble trois chansons classiques dans une suite pour instruments solo et bande : I've Got vous Under My Skin (flugel solo), All The Way (solo de trombone) et New York, New York (solo de cornet ou euphonium). / Pédagogie / Répertoire / Brass Band

Denise Ham est très en demande à l'échelle internationale comme un directeur de cours et d'ateliers, en Europe et en Extrême-Orient. Tuteur à mener à la Royal Academy of Music à Londres et à la renommée mondiale Canford Summer School of Music, elle a également formé et mené des orchestres au Royaume-Uni et en Europe / DVD / Dvds

Arrangement Nestico Sammy. Par NESTICO SAMMY. Un super graphique d'un arrangeur super ! Comme vous pouvez vous attendre, Sammy Nestico a donné un nouveau look et sa touche spéciale à chacune de ces favoris de Noël. C'est ce que vous avez besoin pour votre concert de vacances/ Recueil / Orchestre D'Harmonie

for Orchestra Full Score. Par PENG-PENG GONG. “In celebration of the 40th anniversary of China-U.S. diplomatic relations and in hope to support the promotion of Chinese culture abroad, Peng-Peng Gong's (b. 1992) Tenth Symphony, subtitled 'Peking Fantasy' (Op. 55) was co-commissioned by the Philadelphia Orchestra and the Shanghai Philharmonic Orchestra in 2017. The world premiere of the 2018 original version was presented by the SPO in April of the same year in Shanghai, while the world premiere of the 2019 revised version was presented by the Philadelphia Orchestra in January at its home venue with the combined forces of both orchestras side-by-side. Inspired by the artistic power of Peking Opera ?the crowning heritage of Chinese traditional performing arts, the symphony strives to translate the emotional and philosophical experience of the art form for international audiences and to explore the Western orchestra's expressive abilities in capturing the Eastern spirit. The 2018 original version ran as long as 76 minutes, before the composer extensively revised the score down to 40 and presented it in a single movement without pause. The work is scored for a huge orchestra of over 100 players. Main materials that inspired the music are from the traditional Peking Opera repertory: The Drunken Beauty, Farewell My Concubine, In Pursuit of the General, and The Chancellor and the Advisor (lit. Cao Cao and Yang Xiu). 'Peking Fantasy' is in a sweet, direct musical language ...It's a work of highly original sounds presented in a series of vivid episodes.” -Peter Dobrin, The Philadelphia Inquirer Please note: this item will be printed at the time of ordering and will ship as soon as possible, usually within 2-3 weeks. / Date parution : 2022-01-18/ Répertoire / Orchestre

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

The Enchanted Forest. Par HENZE HANS WERNER. This music is taken from the second act of my early opera King Stag. In the original, the aria - here rescored for the orchestra alone - is sung by the protagonist (tenor) who yearns to return to the woods, to nature, to the origins of his animal existence. The rondo is set in a very fast dance tempo (a Tarantella?) and is in three parts: the first one is cheerful and comic, the second one lyrical, almost romantically so, whereas the third one is impetuous and dramatic. The music of both pieces has been considerably rewritten and altered, in harmonic, melodic and rhythmic aspects. - Hans Werner Henze/ Répertoire / Orchestre

Les couleurs du temps. Par DELERUYELLE THIERRY. Poser son regard sur la vie, c’est observer les couleurs du temps qui passe. Tantôt froides et mystérieuses, opalescentes, chaudes et lumineuses, les couleurs du temps, comme la vie, sont changeantes. Ignorant les frontières de l’âge, préservant nos secrets, leur pouvoir réside dans le fait qu’elles suscitent des émotions, des sensations, des souvenirs ou des ambiances. La couleur se matérialise et devient musique. Oscillant entre climats fragiles et puissants, brillants et intimistes, joyeux et nostalgiques, Colors of Time se glisse dans notre mémoire comme autant d’histoires puisées dans la richesse du vécu de chacun. / Niveau : 2 / Pièce de concert / Répertoire / Concert Band ou Harmonie

Par CANAT DE CHIZY EDITH. Le point de départ de cette pièce fut le tableau de Van Gogh: Champ de blé avec corbeaux, l'un des tout derniers qu'il a peints avant son suicide le 27 juillet 1890, et que l'on a souvent considéré comme annonciateur de ce geste désespéré. Ce tableau m'a immédiatement rappelé ces vers français de Rainer Maria Rilke dans les Quatrains valaisans: 'Chemins qui ne mènent nulle part, entre deux prés, que l'on dirait avec art de leur but détournés, / Chemins qui souvent n'ont devant eux rien d'autre en face / Que le pur espace et la saison.' Des vers qui, eux-mêmes, ont donné leur titre à un ouvrage du philosophe Martin Heidegger, Chemins qui ne mènent nulle part, dont je pourrais dire qu'il est à l'origine de ma vocation: c'est après avoir découvert, durant mes études de philosophie, ce livre, dans lequel Heidegger parle de la dimension métaphysique de la poésie, notamment à partir de l'oeuvre de Rilke, que j'ai choisi d'entrer au Conservatoire de Paris et de me consacrer à la composition. A mes yeux, la musique possède une dimension métaphysique au même titre que la poésie: comme le dit Heidegger 'L'oeuvre d'art ouvre à sa manière l'être de l'étant.' Toutes mes oeuvres tendent à évoquer cette 'troisième dimension' de la musique. L'essentiel d'une oeuvre réside toujours pour moi dans cette tentative de suggérer un autre monde, cet 'ailleurs' qui nous dépasse. A cet égard, Omen fait intervenir - dans son inspiration, non dans son écriture proprement dite - tout un réseau de correspondances qui offre en quelque sorte, une synthèse de ma démarche et de mes préoccupations. L'allusion au tableau de Van Gogh tout d'abord, inscrit cette partition dans la lignée de celles qui m'ont été inspirées par la peinture: mon concerto pour alto était centré autour de Nicolas de Staël, et je viens d'achever une composition pour flûte et ensemble à partir d'un tableau de Turner. Ensuite, il y a la figure même de Van Gogh: son parcours spirituel, tout comme celui de Staël, en font l'une de ces 'comètes', venues d'un autre monde, dont parle la poétesse Marina Tsvetaïeva. Le titre de Omen, qui signifie 'présage' en anglais de même qu'en latin, évoque ainsi le mystérieux et funeste destin de ce peintre visionnaire. Cette idée de 'trajectoire' (qui rejoint ici l'image du 'chemin') est un autre des thèmes qui me sont chers, et elle est également à l'oeuvre dans Omen. L'écriture pour orchestre reste mon mode d'expression privilégié de par la réflexion sur l'organisation de l'espace sonore, sa profondeur, et le travail sur les timbres qu'elle induit: dans cette pièce, l'orchestre devient un univers de mouvement propre à traduire cette idée de tournoiement (la dialectique entre mouvement et immobilité est un autre axe de mon travail depuis quelque temps, notamment avec les cordes) qui, dans le tableau de Van Gogh - avec le vol des corbeaux, ce ciel renversé - revêt une signification évidemment dramatique, et prémonitoire. / contemporain / Répertoire / Orchestre

Par CURNOW JAMES. The suite format and descriptive nature of snapshots allows Grade 2. 5 bands to handle a relatively large sized piece and have the fun of exploring myriad moods and styles. There are valuable geographical and historical considerations for cross-curricular teaching, and the sheer “enjoyability” of this one is undeniable. In Movement 1, early explorers witness the grandeur and expanse of the largest fresh surface water system on earth. In Movement 2, wavelets gently lap on the shores of beautiful beaches while happy families enjoy a sunny afternoon, and Movement 3 explores the ships and boats of every description which have navigated these waters for centuries. While thisexceptional piece is entirely different, if you enjoyed James Curnow’s previous Grade 2. 5 suites, you really should focus some attention on SNAPSHOTS. You won’t regret it. / Niveau : 2.5 / Pièce de concert / Répertoire / Concert Band ou Harmonie

In the final days of November, as the nights grew longer and the vicious North winds began to pound the embattled city, the kingdom was rapidly nearing its darkest hour. As enemy forces threatened from every side, the exhausted council gathered in the great hall for one final desperate meeting. With all hope waning, with all other options exhausted, and with one last chance to save his people, the king summoned all remaining forces and invoked The Seventh Resolution. A contemporary bold work! (4:30) / Orchestre D'Harmonie

Par PEPIN CAMILLE. Lorsque l'on m'a proposé de mettre en musique ce recueil de poèmes de James Joyce (1882-1941), j'ai été immédiatement séduite par l'idée. Il s'agissait de mettre en musique ces poèmes en respectant l'ordre original selon lequel ils ont été conçus par James Joyce lui-même lors de la première édition de 1905 [1]. Avec la précieuse aide de Philippe Blanchon [2], j'ai choisi de mettre en musique dix-huit poèmes, conservant ainsi les épisodes incontournables, la trame dramaturgique et l'essence de l'univers Joycien. Ce qui m'a attirée d'emblée, c'est qu'il s'agit d'une véritable histoire : de la naissance de l'amour à la passion déclinante, menant à une éventuelle et tendre amitié entre les deux amants. J'ai donc conçu Chamber Music d'un seul tenant. Au-delà des nombreuses références à la musique et aux sons de la nature - déjà 'musique' en eux-mêmes - l'oeuvre littéraire appelle à la mise en musique par sa forme. En effet, elle est déjà musicale dans sa construction. Les trois premiers poèmes constituent le prélude exprimant la solitude du poète. Nous assistons dans la première partie - crescendo - à la naissance de l'amour entre les deux amants, menant au poème central et point culminant de l'oeuvre : 'My Dove, my beautiful one'. La seconde partie - diminuendo - raconte la passion déclinante des amants qui nous conduit au finale, écho du premier poème et à la solitude du poète. Le prélude musical illustre le paysage - tant visuel que sonore - décrit par James Joyce : 'Strings in the earth and air make music sweet', 'There's music along the river', 'The sighs of harps', 'Soft sweet music in the air'. Inspirées de sonorités traditionnelles irlandaises, les mélodies de la première partie présentent un aspect populaire issu du folklore, comme une ode au monde de la danse - prégnant en Irlande. Ces mélodies modales et mélismatiques semblent improvisées, à la manière du chant gaélique irlandais. Elles se transforment au fur et à mesure en une véritable épopée romantique, expression de la relation passionnelle et charnelle des deux amants : 'Hurry over the dark lands and run upon the sea for seas and land shall not divide us my love and me', 'The odorous winds are weaving a music of sighs'. Ces mélodies extatiques, à la fois tendres et fragiles, tentent d'exprimer cette ivresse, cet état extatique - véritable état de 'transe' qui nous submerge lorsque l'amour envahit notre âme sans que l'on s'en aperçoive. La deuxième partie reprend ces divers éléments musicaux dans leur cheminement inverse. Passés par le filtre de la mélancolie de l'amour déclinant au fil du temps, ils témoignent de la perte de repères après la séparation avec l'être aimé : 'Lay aside sadness and sing how love that passes is enough', 'Love came to us in time gone by'. Enfin, le finale exprime le retour à la solitude du poète, comme une résonance du début de l'oeuvre : 'The voice of the winter is heard at the door', 'My kiss will give peace now and quiet to your heart'. Sans cesse en écho les unes des autres, les mélodies s'entremêlent dans un contrepoint lyrique et sensuel. En effet, le titre même du recueil m'a inspiré une oeuvre où chaque instrument serait d'égale importance. Le lyrisme de l'un ne peut exister sans l'autre. Ainsi, le rôle du quintette n'est pas seulement un accompagnement de la voix soliste. Leurs lignes d'amour se mêlent avec volupté les unes aux autres. Plonger dans l'univers Joycien a impliqué mon immersion totale dans l'oeuvre. Lire ses mots, penser ses images, imaginer ses sonorités, a été un travail passionnant et c'est avec nostalgie que je referme ce recueil aujourd'hui. J'espère cependant avoir su retranscrire son univers poétique au plus proche. Je profite de cette note pour remercier Philippe Blanchon pour son aide précieuse et Claire Bodin [3] pour sa confiance. C'est à la fois un grand honneur et un plaisir immense de rendre hommage à si grand artiste et de voir ce chef d'oeuvre littéraire naître une seconde fois en musique. / Contemporain / Répertoire / Sextuor

This ?Suite' is not one of my 'epic' instrumental concertos such as the concertos for cello, violin or oboe, but a substantially smaller-structured series of dance forms arranged into a suite. Sunken worlds suddenly emerge here, only to reach the surface, hover in dangerously distorted fashion and then sink back to the bottom.Almost every individual movement allots the solo flute a specific tonal colouring and an instrumental group from the orchestra: in the opening Allemande, the flutes of the orchestra (including alto and bass flute and later also piccolo to include the entire flute family) - the string section in the Sarabande - in both chorales (extremely muted in the first and brutalist in the second), the brass etc. - and it is only in the concluding Badinerie that all orchestral groups are combined, although they are terraced in the Baroque style, one following another, seldom all playing simultaneously.This permits the flute to remain the provider of all impulses - it attaches itself to the wide variety of instrumental colours, becomes suffused with these colours and thereby shines in different lights - acerbic, pale and radiant. This first performance marks the conclusion of my two-year residence with the Cleveland Orchestra. The immense versatility of this fine body of sound (which is indeed treated as such with the sum of its parts) and the exciting dark timbre of its principal flautist Joshua Smith have to a great extent determined the form and tonal character of my Flûte en suite. Jörg Widmann / Flûte Et Orchestre

Symphonie der Tausend. Par MAHLER GUSTAV. All my earlier symphonies are mere preludes to this one. In the other works everything is subjective tragedy, - this one is a huge giver of joy.' (Gustav Mahler) Gustav Mahler's 'Symphony No. 8' is a work of exceptions. Seen from the outside, this is true of the forces that are used: with its three choirs, eight soloists and an orchestra of far more than one hundred musicians, there are few similar works in the annals of music. This cast of performers determines the second exceptional element of the work, the mix of instrumental and vocal characteristics that makes it to the prototype of a 'vocal symphony', which - as Mahler put it - 'is sung from beginning to end'. In turn, the texts that are sung influence the structure of the whole, replacing, as it were, the usual four movements of a symphony with two strongly divergent 'parts'. And, finally, as if to emphasize this divergence, the texts used - the hymn 'Veni creator spiritus' in the first part and the final scene of Goethe's Faust in the second - are not only written in two languages but also separated in their origins by more than one thousand years. Thus it is a work of extremes, and a work of contradiction. It seems, however, that it was exactly these distinctive features that lifted the symphony above the others and convinced Mahler that his 'Symphony No. 8' was 'the greatest' work 'that I have composed'./ Répertoire / Chœur Mixte [SATB] et Orchestre