Cajun Folk Songs Orchestre d'harmonie [Conducteur] - Intermédiaire Manhattan Beach Music
By Frank Ticheli. Concert band. Suitable for advanced middle school, high school...(+)
By Frank Ticheli. Concert
band. Suitable for
advanced middle school,
high school, community
and college bands. Level:
Grade 3. Conductor Full
Score. Duration 6:40.
Published by Manhattan
Beach Music.
Cajun Folk Songs Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire Manhattan Beach Music
By Frank Ticheli. Concert band. Suitable for advanced middle school, high school...(+)
By Frank Ticheli. Concert
band. Suitable for
advanced middle school,
high school, community
and college bands. Level:
Grade 3. Conductor score
and set of parts.
Duration 6:40. Published
by Manhattan Beach Music.
Nordanvind Orchestre d'harmonie - Intermédiaire/avancé Carl Fischer
Band concert band - Grade 4.5 SKU: CF.SPS71 Composed by Carl Strommen. Se...(+)
Band concert band - Grade
4.5
SKU: CF.SPS71
Composed by Carl
Strommen. Set of Score
and Parts. With Standard
notation.
2+16+4+8+8+8+4+4+2+4+4+4+
4+6+6+6+4+4+4+4+6+6+6+6+4
+8+3+2+12+2+4+28 pages.
Duration 6 minutes, 26
seconds. Carl Fischer
Music #SPS71. Published
by Carl Fischer Music
(CF.SPS71).
ISBN
9781491143544. UPC:
680160901043. Key: G
minor.
Nordanvind
is a tour de force
symphonic rhapsody that
is built on three
Scandinavian folk songs.
Composer Carl Strommen
has composed these
Viking-influenced
melodies into a concert
setting that brings out
all of the history of the
Scandinavian people. The
piece is at times bold
and aggressive, at other
times beautiful. Carl
employs all of the
instrumental colors of
the concert band to
create a new work for
more advanced
ensembles. Modern
Scandinavians are
descendants of the
Vikings, an adventuresome
people who were known for
their love of the sea,
their naval prowess, and
as fierce fighters . The
Scandinavian Vikings were
warriors from Denmark,
Norway, and Sweden who
traded, raided and
settled in various parts
of Europe, Russia, the
North Atlantic islands,
and the northeastern
coast of North America
.Starting around 1850,
over one million Swedes
left their homeland for
the United States in
search of religious
freedom and open farm
land . Augustana College
was founded in 1860 by
graduates of Swedish
universities and is
located on the
Mississippi River in Rock
Island, Illinois . Home
of the
“Vikings,â€
Augustana College is the
oldest Swedish- American
institution of higher
learning in the United
States . This powerful
and lively piece takes
inspiration from Swedish
history and from Swedish
folk songs and hymns
.Havsdrake (Dragon of the
Sea)The Nordanvind or
“North Windâ€
blows a cold wind during
a journey of a group of
courageous Viking rowers
. The
“Dragon-shipâ€
or long ships designed
for raiding and war was a
sophisticated, fast ship
able to navigate in very
shallow water . To
musically portray these
magnificent seafaring
vessels, the director is
encouraged to use an
Ocean Drum (or a rain
stick) during the
introduction . Wind
players may consider
blowing air through their
instruments to suggest
the North wind . Adding
men’s voices to
accompany the haunting
low brass and percussive
“rowerâ€
sounds can be helpful in
creating the dark and
ominous portrayal of
Viking adventurers
.Slangpolska efter Byss -
KalleIn Sweden, a
“polska†is a
partner dance where the
dancers spin each other
(släng in Swedish
“to sling or
tossâ€) .
Slangpolska efter Byss -
Kalle is attributed to
Byss-Kalle, who was a
notable Swedish folk
musician, specifically a
nyckelharpa player .
Slangpolska efter Byss -
Kalle is a traditional
“polskaâ€
dance song most often
played on the Nyckelharpa
or keyed fiddle and is
commonly heard in pubs
and at festive events
throughout Sweden .
Approximately 10,000
nyckelharpa players live
in Sweden today, and the
Swedish and the American
Nyckelharpa Associations
are dedicated to this
Swedish National
instrument . The director
is encouraged to share
video and audio examples
of the nyckelharpa
playing the original
Slangpolska efter Byss -
Kalle .Tryggare Kan Ingen
Vara (Children of the
Heavenly Father)Tryggare
Kan Ingen Vara Is a
traditional Swedish
melody, possibly of
German roots, and was
believed to be arranged
as a hymn by the Swedish
hymn writer, Karolina
Wilhelmina Sandell-Berg
(1832–1903) . As a
daughter of a Swedish
Lutheran minister, she
began writing poems as a
teenager and is said to
have written over 1,700
different texts . There
are two different
accounts as to the
inspiration for this hymn
. The first story is that
Lina (as she was called)
wrote the hymn to honor
her father and to say
thank you to him for
raising her and
protecting her . A second
belief is of her
witnessing the tragic
death of her father . She
and her father were on a
boat, when a wave threw
her father overboard . It
was said that the
profound effect of
watching her father drown
is what caused Lina to
write the text to this
hymn . Although this is a
treasured song to people
of Swedish descent
everywhere, it speaks to
all people about a father
tending and nourishing
his children, and
protecting them from evil
.SPS71FThe Augustana
College Concert
BandFounded in 1874, the
Augustana Band program is
one of the oldest
continuously active
collegiate band programs
in the country . The
Concert Band is one of
two bands on campus and
was formed more than
thirty years ago . The
Concert Band attracts
students of every skill
level and from a wide
variety of majors .
Students in the ensemble
play a large part in
choosing their music for
performance, which
include works from the
standard repertoire,
orchestral
transcriptions, and the
latest compositions from
leading composers .Rick
Jaeschke began his
musical career as a
clarinet player in the
1st US Army Band . He
received a Bachelor of
Music degree from
Susquehanna University, a
Masters of Music from
James Madison University,
and a doctorate from
Columbia University in
New York . He was also
fortunate to study
conducting with Donald
Hunsburger and with
Frederick Fennell .Dr .
Jaeschke taught band and
choir at Great Mills High
School in Southern
Maryland, and for fifteen
years, he was the
district Music Supervisor
in Armonk, New York,
where he taught high
school concert and jazz
bands, beginning band,
and music technology .
During that time, the
music program flourished,
and the high school band
consistently received
Gold Medals in the New
York State Festivals, as
well as in national, and
international festivals .
As a clarinet and
saxophone player, Dr .
Jaeschke performed in the
New York metropolitan
area with the Rockland
Symphony Orchestra, the
Putnam Symphony
Orchestra, Fine Arts
Symphony Orchestra, and
served as the concert
master for the Hudson
Valley Wind Symphony .For
several years, Dr .
Jaeschke served as the
Fine Arts Coordinator for
the District 204 schools
in Naperville, IL, a
district selected as One
of the Best 100 Schools
in America for Music .
Currently, Dr . Jaeschke
is an Associate Professor
at Augustana College
where he teaches music
and music education
courses, and directs the
Concert Band . He has
served on various
educational boards, is a
National edTPA scorer,
and has presented at
state, national and
international music
conferences . He lives
with his family in
Bettendorf Iowa, and
enjoys any opportunity to
explore the open water in
his sea kayak .
Concert Band (Score) SKU: HL.4008922 Score. Composed by Otto M. Sc...(+)
Concert Band (Score)
SKU: HL.4008922
Score. Composed by
Otto M. Schwarz.
Symphonic Dimensions.
Symphony. Softcover.
Duration 555 seconds. Hal
Leonard #SDP1422201.
Published by Hal Leonard
(HL.4008922).
UPC:
196288277538.
A
sinister legend hangs
over the Borgia family, a
legend of corruption,
abuse of power, orgies,
sex and murder. These
rumors proliferated
especially during the
papacy of Alexander VI, a
descendant of the family,
who was even called the
Antichrist. On his death,
contemporary witnesses
reported that the devil
himself prowled around
the death chamber and a
black dog run along the
corridors of the Vatican
as his emissary. One
might say that this
Borgia pope, who ruled
together with his family
with the greatest
brutality, became
demonized.
Unscrupulousness,
poison-toting, incest and
other malice are to this
day the hallmarks of this
pontiff. 2. NEPOTISM
Rodrigo Borgia was
elected Pope on August
11, 1492. From the very
start, the new pope was
prepared to use any means
to eliminate his
opponents, either through
the infamous “Borgia
poison” or by
excommunication and
execution. His son
Cesare, who wanted little
to do with the church,
was appointed cardinal
against his will.
Alessandro Farnese, broth
of Giulia Farnese, the
Pope's mistress, also
became a cardinal.
Numerous Spaniards were
brought into the country
and were appointed to
ecclesiastical posts.
This infuriated the
opponents of Alexander
VI. The Dominican
Girolamo Savonarola from
Florence demanded the
removal of the Pope. He
was tortured and banned.
Giuliano della Rovere
wanted to convene
councils to depose the
Pope, which Alexander
managed to prevent
through artful political
maneuverings. Through
great brutality, brillian
political skill and power
games, this pope was able
to achieve his goal of
leaving for his children
a great legacy. Alexander
VI constantly changed his
allies and always acted
unscrupulously to improve
his financial situation
and expand his sphere of
influence. At the centre
of the second movement of
this work is the medieval
hymn Dies Irae (Day of
Wrath), which acts as a
warning in the background
condemning the Pope's
actions.
Concert Band (Score and Parts) SKU: HL.4008921 Composed by Otto M. Schwar...(+)
Concert Band (Score and
Parts)
SKU:
HL.4008921
Composed
by Otto M. Schwarz.
Symphonic Dimensions.
Symphonic. Softcover.
Duration 555 seconds. Hal
Leonard #SDP1422201.
Published by Hal Leonard
(HL.4008921).
UPC:
196288277521.
A
sinister legend hangs
over the Borgia family, a
legend of corruption,
abuse of power, orgies,
sex and murder. These
rumors proliferated
especially during the
papacy of Alexander VI, a
descendant of the family,
who was even called the
Antichrist. On his death,
contemporary witnesses
reported that the devil
himself prowled around
the death chamber and a
black dog run along the
corridors of the Vatican
as his emissary. One
might say that this
Borgia pope, who ruled
together with his family
with the greatest
brutality, became
demonized.
Unscrupulousness,
poison-toting, incest and
other malice are to this
day the hallmarks of this
pontiff. 2. NEPOTISM
Rodrigo Borgia was
elected Pope on August
11, 1492. From the very
start, the new pope was
prepared to use any means
to eliminate his
opponents, either through
the infamous âBorgia
poisonâ or by
excommunication and
execution. His son
Cesare, who wanted little
to do with the church,
was appointed cardinal
against his will.
Alessandro Farnese, broth
of Giulia Farnese, the
Pope's mistress, also
became a cardinal.
Numerous Spaniards were
brought into the country
and were appointed to
ecclesiastical posts.
This infuriated the
opponents of Alexander
VI. The Dominican
Girolamo Savonarola from
Florence demanded the
removal of the Pope. He
was tortured and banned.
Giuliano della Rovere
wanted to convene
councils to depose the
Pope, which Alexander
managed to prevent
through artful political
maneuverings. Through
great brutality, brillian
political skill and power
games, this pope was able
to achieve his goal of
leaving for his children
a great legacy. Alexander
VI constantly changed his
allies and always acted
unscrupulously to improve
his financial situation
and expand his sphere of
influence. At the centre
of the second movement of
this work is the medieval
hymn Dies Irae (Day of
Wrath), which acts as a
warning in the background
condemning the Pope's
actions.
Concert Band/Harmonie - Grade 2.5 SKU: BT.DHP-1115212-010 Composed by Jac...(+)
Concert Band/Harmonie -
Grade 2.5
SKU:
BT.DHP-1115212-010
Composed by Jacob De
Haan. Concert and Contest
Collection CBHA. Concert
Piece. Set (Score &
Parts). Composed 2012. De
Haske Publications #DHP
1115212-010. Published by
De Haske Publications
(BT.DHP-1115212-010).
9x12 inches.
English-German-French-Dut
ch.
The
introductory theme of
this composition echoes
the majestic size of the
mountains that are
visible from the
picture-postcard Cortina
d’Ampezzo—th
e socalled Queen of the
Dolomites. Then we hear a
lyrical theme, in which
we feel the peacefulness
of the surrounding
countryside. We can even
hear the hustle and
bustle of the popular ski
resort, before the two
opening themes return in
reverse order to bring
this musical sight-seeing
excursion to a
close.
Im
Eingangsthema dieser
Komposition hallt die
majestätische
Größe der
Bergformation wider, die
vom malerischen Cortina
d’Ampezzo - der so
genannten Königin der
Dolomiten“ - aus
sichtbar ist. Dann
erklingt ein lyrisches
Thema, in dem der Frieden
der umliegenden
Berglandschaft zu
spüren ist. Auch
die Betriebsamkeit des
beliebten
Wintersportortes ist zu
hören, bevor die
beiden Eingangsthemen in
umgekehrter Reihenfolge
den musikalischen
Rundblick
beenden.
Corti
na d’Ampezzo è
anche chiamata “la
regina delle
Dolomiti†per la
bellezza mozzafiato del
suo paesaggio. Cortina
è la meta obbligatoria
invernale di VIP italiani
ma anche di molti turisti
desiderosi di affrontare
le splendide piste
d’inverno e gli
innumerevoli sentieri per
indimenticabili
passeggiate
d’estate. La
musica di Jacob de Haan
riflette la sublime
bellezza dei paesaggi ed
è un vero omaggio alla
natura.
Concert Band/Harmonie - Grade 2.5 SKU: BT.DHP-1115212-140 Composed by Jac...(+)
Concert Band/Harmonie -
Grade 2.5
SKU:
BT.DHP-1115212-140
Composed by Jacob De
Haan. Concert and Contest
Collection CBHA. Concert
Piece. Score Only.
Composed 2012. 28 pages.
De Haske Publications
#DHP 1115212-140.
Published by De Haske
Publications
(BT.DHP-1115212-140).
9x12 inches.
English-German-French-Dut
ch.
The
introductory theme of
this composition echoes
the majestic size of the
mountains that are
visible from the
picture-postcard Cortina
d’Ampezzo—th
e socalled Queen of the
Dolomites. Then we hear a
lyrical theme, in which
we feel the peacefulness
of the surrounding
countryside. We can even
hear the hustle and
bustle of the popular ski
resort, before the two
opening themes return in
reverse order to bring
this musical sight-seeing
excursion to a
close.
Im
Eingangsthema dieser
Komposition hallt die
majestätische
Größe der
Bergformation wider, die
vom malerischen Cortina
d’Ampezzo - der so
genannten Königin der
Dolomiten“ - aus
sichtbar ist. Dann
erklingt ein lyrisches
Thema, in dem der Frieden
der umliegenden
Berglandschaft zu
spüren ist. Auch die
Betriebsamkeit des
beliebten
Wintersportortes ist zu
hören, bevor die
beiden Eingangsthemen in
umgekehrter Reihenfolge
den musikalischen
Rundblick beenden.
Corti
na d’Ampezzo è
anche chiamata “la
regina delle
Dolomiti†per la
bellezza mozzafiato del
suo paesaggio. Cortina
è la meta obbligatoria
invernale di VIP italiani
ma anche di molti turisti
desiderosi di affrontare
le splendide piste
d’inverno e gli
innumerevoli sentieri per
indimenticabili
passeggiate
d’estate. La
musica di Jacob de Haan
riflette la sublime
bellezza dei paesaggi ed
è un vero omaggio alla
natura.
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.
Composed by Matthew R.
Putnam. First Plus Band
(FPS). Set of Score and
Parts. With Standard
notation.
8+2+4+4+2+5+2+2+4+4+4+6+3
+2+1+3+8+16+2 pages.
Duration 2 minutes, 6
seconds. Carl Fischer
Music #FPS150. Published
by Carl Fischer Music
(CF.FPS150).
ISBN
9781491152102. UPC:
680160909605.
The
title is a play on words,
but the composer had his
own ulterior motives in
mind when composing this
piece. He wanted a piece
that was fun to play, but
that helped developing
musicians work on their
rhythmic skills. Matt
Putnam uses the feel of
action film soundtracks
to create the mood of
this interesting new
piece. Interesting
grooves in the percussion
throughout add to the
piece’s feel of
mystery and thrill. To
understand my thoughts in
writing this piece, I
thought it best to define
the two ideas that give
the piece its title:
ulterior motives and
musical motifs. Ulterior
motives occur when you
believe that a person is
doing something for some
unknown or hidden reason.
Often, they are used in
action films or
literature to increase
the drama and tension of
the story. Musically, a
motif is a short rhythmic
and/or melodic idea. When
I wrote this piece, I
must confess that I had
my own ulterior motives:
I wanted to create a
piece that was fun to
play, but I also wanted a
piece that would help
students develop their
rhythmic counting skills.
In this piece, I use a
motif of a two
eighth-note pattern which
jumps from section to
section to help me
achieve my ulterior
motive.Mimicking the mood
of action films whose
characters often have
ulterior motives, the
mood of the piece is
suspenseful and exciting
as the motif jumps from
section to section
throughout the ensemble.
The motif keeps you
guessing as it occurs on
all four different beats
of the measure sometimes
ascending, sometimes
descending, and occurs
sometimes in the interval
of a second and sometimes
the interval of a third.
Interesting grooves in
the percussion throughout
add to the piece’s
feel of mystery and
thrill.I have no ulterior
motives when I say that I
hope you enjoy playing
Ulterior Motifs.
Composed by Matthew R.
Putnam. First Plus Band
(FPS). Full score. With
Standard notation. 16
pages. Carl Fischer Music
#FPS150F. Published by
Carl Fischer Music
(CF.FPS150F).
ISBN
9781491152782. UPC:
680160910281.
The
title is a play on words,
but the composer had his
own ulterior motives in
mind when composing this
piece. He wanted a piece
that was fun to play, but
that helped developing
musicians work on their
rhythmic skills. Matt
Putnam uses the feel of
action film soundtracks
to create the mood of
this interesting new
piece. Interesting
grooves in the percussion
throughout add to the
piece’s feel of
mystery and thrill. To
understand my thoughts in
writing this piece, I
thought it best to define
the two ideas that give
the piece its title:
ulterior motives and
musical motifs. Ulterior
motives occur when you
believe that a person is
doing something for some
unknown or hidden reason.
Often, they are used in
action films or
literature to increase
the drama and tension of
the story. Musically, a
motif is a short rhythmic
and/or melodic idea. When
I wrote this piece, I
must confess that I had
my own ulterior motives:
I wanted to create a
piece that was fun to
play, but I also wanted a
piece that would help
students develop their
rhythmic counting skills.
In this piece, I use a
motif of a two
eighth-note pattern which
jumps from section to
section to help me
achieve my ulterior
motive.Mimicking the mood
of action films whose
characters often have
ulterior motives, the
mood of the piece is
suspenseful and exciting
as the motif jumps from
section to section
throughout the ensemble.
The motif keeps you
guessing as it occurs on
all four different beats
of the measure sometimes
ascending, sometimes
descending, and occurs
sometimes in the interval
of a second and sometimes
the interval of a third.
Interesting grooves in
the percussion throughout
add to the piece’s
feel of mystery and
thrill.I have no ulterior
motives when I say that I
hope you enjoy playing
Ulterior Motifs.
Grade 2 SKU: CL.024-5055-00 Composed by Shaffer. Young Concert Band. Scor...(+)
Grade 2
SKU:
CL.024-5055-00
Composed by Shaffer.
Young Concert Band. Score
and set of parts. C.L.
Barnhouse #024-5055-00.
Published by C.L.
Barnhouse
(CL.024-5055-00).
The story tells
it all: Santa Claus is on
his way! His sleigh is
filled with gifts! The
weather is clear, perfect
for the reindeer to guide
him on his Christmas Eve
trek. Away we go! Santa
knows how to put on a
show. He’s getting
closer, above the roofs,
and as he descends,
you’ll hear the
reindeer hoofs. Toward
the chimney Santa goes,
hoping he fits…oh
no… it’s a
tight squeeze! As he
lands with a thump, but
Santa’s all right;
he never fails! After
all, he’s tough as
nails. Recovered from his
fall he leaves presents
for one and all. Then
back to the sleigh, so
much to do. Don’t
worry, he won’t
forget about you. The
stars will always be his
guide on Santa’s
Magical Midnight Ride!
Scored for maximum sound
effects within the
percussion section, this
will be the hit of any
holiday concert!
Grade 2 SKU: CL.024-5055-01 Composed by Shaffer. Young Concert Band. Extr...(+)
Grade 2
SKU:
CL.024-5055-01
Composed by Shaffer.
Young Concert Band. Extra
score. C.L. Barnhouse
#024-5055-01. Published
by C.L. Barnhouse
(CL.024-5055-01).
The story tells
it all: Santa Claus is on
his way! His sleigh is
filled with gifts! The
weather is clear, perfect
for the reindeer to guide
him on his Christmas Eve
trek. Away we go! Santa
knows how to put on a
show. He’s getting
closer, above the roofs,
and as he descends,
you’ll hear the
reindeer hoofs. Toward
the chimney Santa goes,
hoping he fits…oh
no… it’s a
tight squeeze! As he
lands with a thump, but
Santa’s all right;
he never fails! After
all, he’s tough as
nails. Recovered from his
fall he leaves presents
for one and all. Then
back to the sleigh, so
much to do. Don’t
worry, he won’t
forget about you. The
stars will always be his
guide on Santa’s
Magical Midnight Ride!
Scored for maximum sound
effects within the
percussion section, this
will be the hit of any
holiday concert!
Concert Band - Grade 5 SKU: HL.44007324 Grade 5 - Score and Parts....(+)
Concert Band - Grade 5
SKU: HL.44007324
Grade 5 - Score and
Parts. Composed by
Philip Sparke. Anglo
Music Concert Band.
Concert Piece. Score
Only. Composed 2007.
Duration 720 seconds.
Anglo Music Press
#AMP214. Published by
Anglo Music Press
(HL.44007324).
Col
orado Springs was
commissioned by the
United States Air Force
Academy Band, Lieutenant
Steve Grimo,
Commmander/Conductor.
Colorado Springs, home of
the USAF Academy, is set
in spectacular landscape
towards the southern end
of the Rocky Mountains
and is a popular tourist
resort for skiing and
hiking. The Academy plays
an important part in the
life of the area and
serves as a base for the
USAFA Band, one of the
professional bands
forming part of the
musical life of the U.S.
Air Force. The suite is
in three movements: 1.
The Springs (fanfare) -
“The Springsâ€
is the local residents'
name for the town, and
this first movement
starts with a stirring
fanfare for brass and
percussion, opening with
bold unison horns. The
rest of the brass join in
and woodwind add
decorative figures. After
a short change of style,
the opening material
reappears to close the
movement. 2. Seven Falls
- Seven Falls is a
spectacular waterfall
near to the town which
cascades 181 feet in
seven distinct steps down
a solid cliff of pikes
peak granite. In this
movement, high woodwinds
describe the sparkling
water as it descends to a
popular lookout post near
the bottom of the falls.
3. Pikes Peak - To the
north-west of the town
and reaching an altitude
14,110 feet, Pikes Peak
is the farthest east of
the big peaks in the
Rocky Mountain chain,
which contributed to its
early fame among
explorers and pioneers,
and made it the symbol of
the 1859 Gold Rush to
Colorado with the slogan,
“Pikes Peak or
Bust.†It is the
second-most visited
mountain in the world
behind Japan's Mount
Fuji. This atmospheric
movement describes the
majesty of the mountain
and is based around the
fanfare from the first
movement. Opening on a
solitary bassoon, it is
not long before the main
theme appears under
bubbling woodwinds. The
music reaches a
passionate climax at
which point the opening
fanfare reappears to
bring the whole work to a
close.
Grade 5 - Score
Only. Composed by
Philip Sparke. Anglo
Music Concert Band.
Concert Piece. Score
Only. Composed 2007.
Duration 720 seconds.
Anglo Music Press
#AMP214. Published by
Anglo Music Press
(HL.44007325).
Colorado
Springs was commissioned
by the United States Air
Force Academy Band,
Lieutenant Steve Grimo,
Commmander/Conductor.
Colorado Springs, home of
the USAF Academy, is set
in spectacular landscape
towards the southern end
of the Rocky Mountains
and is a popular tourist
resort for skiing and
hiking. The Academy plays
an important part in the
life of the area and
serves as a base for the
USAFA Band, one of the
professional bands
forming part of the
musical life of the U.S.
Air Force. The suite is
in three movements: 1.
The Springs (fanfare) -
The Springs is the local
residents' name for the
town, and this first
movement starts with a
stirring fanfare for
brass and percussion,
opening with bold unison
horns. The rest of the
brass join in and
woodwind add decorative
figures. After a short
change of style, the
opening material
reappears to close the
movement. 2. Seven Falls
- Seven Falls is a
spectacular waterfall
near to the town which
cascades 181 feet in
seven distinct steps down
a solid cliff of pikes
peak granite. In this
movement, high woodwinds
describe the sparkling
water as it descends to a
popular lookout post near
the bottom of the falls.
3. Pikes Peak - To the
north-west of the town
and reaching an altitude
14,110 feet, Pikes Peak
is the farthest east of
the big peaks in the
Rocky Mountain chain,
which contributed to its
early fame among
explorers and pioneers,
and made it the symbol of
the 1859 Gold Rush to
Colorado with the slogan,
Pikes Peak or Bust. It is
the second-most visited
mountain in the world
behind Japan's Mount
Fuji. This atmospheric
movement describes the
majesty of the mountain
and is based around the
fanfare from the first
movement. Opening on a
solitary bassoon, it is
not long before the main
theme appears under
bubbling woodwinds. The
music reaches a
passionate climax at
which point the opening
fanfare reappears to
bring the whole work to a
close.