Chamber Music Piano SKU: CF.PL1056 Composed by Clara Wieck-Schumann, Fran...(+)
Chamber Music Piano
SKU: CF.PL1056
Composed by Clara
Wieck-Schumann, Franz
Schubert, and Robert
Schumann. Edited by
Nicholas Hopkins.
Collection. With Standard
notation. 128 pages. Carl
Fischer Music #PL1056.
Published by Carl Fischer
Music (CF.PL1056).
ISBN 9781491153390.
UPC: 680160910892.
Transcribed by Franz
Liszt.
Introduction
It is true that Schubert
himself is somewhat to
blame for the very
unsatisfactory manner in
which his admirable piano
pieces are treated. He
was too immoderately
productive, wrote
incessantly, mixing
insignificant with
important things, grand
things with mediocre
work, paid no heed to
criticism, and always
soared on his wings. Like
a bird in the air, he
lived in music and sang
in angelic fashion.
--Franz Liszt, letter to
Dr. S. Lebert (1868) Of
those compositions that
greatly interest me,
there are only Chopin's
and yours. --Franz Liszt,
letter to Robert Schumann
(1838) She [Clara
Schumann] was astounded
at hearing me. Her
compositions are really
very remarkable,
especially for a woman.
There is a hundred times
more creativity and real
feeling in them than in
all the past and present
fantasias by Thalberg.
--Franz Liszt, letter to
Marie d'Agoult (1838)
Chretien Urhan
(1790-1845) was a
Belgian-born violinist,
organist and composer who
flourished in the musical
life of Paris in the
early nineteenth century.
According to various
accounts, he was deeply
religious, harshly
ascetic and wildly
eccentric, though revered
by many important and
influential members of
the Parisian musical
community. Regrettably,
history has forgotten
Urhan's many musical
achievements, the most
important of which was
arguably his pioneering
work in promoting the
music of Franz Schubert.
He devoted much of his
energies to championing
Schubert's music, which
at the time was unknown
outside of Vienna.
Undoubtedly, Urhan was
responsible for
stimulating this
enthusiasm in Franz
Liszt; Liszt regularly
heard Urhan's organ
playing in the
St.-Vincent-de-Paul
church in Paris, and the
two became personal
acquaintances. At
eighteen years of age,
Liszt was on the verge of
establishing himself as
the foremost pianist in
Europe, and this
awakening to Schubert's
music would prove to be a
profound experience.
Liszt's first travels
outside of his native
provincial Hungary were
to Vienna in 1821-1823,
where his father enrolled
him in studies with Carl
Czerny (piano) and
Antonio Salieri (music
theory). Both men had
important involvements
with Schubert; Czerny
(like Urhan) as performer
and advocate of
Schubert's music and
Salieri as his theory and
composition teacher from
1813-1817. Curiously,
Liszt and Schubert never
met personally, despite
their geographical
proximity in Vienna
during these years.
Inevitably, legends later
arose that the two had
been personal
acquaintances, although
Liszt would dismiss these
as fallacious: I never
knew Schubert personally,
he was once quoted as
saying. Liszt's initial
exposure to Schubert's
music was the Lieder,
what Urhan prized most of
all. He accompanied the
tenor Benedict
Randhartinger in numerous
performances of
Schubert's Lieder and
then, perhaps realizing
that he could benefit the
composer more on his own
terms, transcribed a
number of the Lieder for
piano solo. Many of these
transcriptions he would
perform himself on
concert tour during the
so-called Glanzzeit, or
time of splendor from
1839-1847. This publicity
did much to promote
reception of Schubert's
music throughout Europe.
Once Liszt retired from
the concert stage and
settled in Weimar as a
conductor in the 1840s,
he continued to perform
Schubert's orchestral
music, his Symphony No. 9
being a particular
favorite, and is credited
with giving the world
premiere performance of
Schubert's opera Alfonso
und Estrella in 1854. At
this time, he
contemplated writing a
biography of the
composer, which
regrettably remained
uncompleted. Liszt's
devotion to Schubert
would never waver.
Liszt's relationship with
Robert and Clara Schumann
was far different and far
more complicated; by
contrast, they were all
personal acquaintances.
What began as a
relationship of mutual
respect and admiration
soon deteriorated into
one of jealousy and
hostility, particularly
on the Schumann's part.
Liszt's initial contact
with Robert's music
happened long before they
had met personally, when
Liszt published an
analysis of Schumann's
piano music for the
Gazette musicale in 1837,
a gesture that earned
Robert's deep
appreciation. In the
following year Clara met
Liszt during a concert
tour in Vienna and
presented him with more
of Schumann's piano
music. Clara and her
father Friedrich Wieck,
who accompanied Clara on
her concert tours, were
quite taken by Liszt: We
have heard Liszt. He can
be compared to no other
player...he arouses
fright and astonishment.
His appearance at the
piano is indescribable.
He is an original...he is
absorbed by the piano.
Liszt, too, was impressed
with Clara--at first the
energy, intelligence and
accuracy of her piano
playing and later her
compositions--to the
extent that he dedicated
to her the 1838 version
of his Etudes d'execution
transcendante d'apres
Paganini. Liszt had a
closer personal
relationship with Clara
than with Robert until
the two men finally met
in 1840. Schumann was
astounded by Liszt's
piano playing. He wrote
to Clara that Liszt had
played like a god and had
inspired indescribable
furor of applause. His
review of Liszt even
included a heroic
personification with
Napoleon. In Leipzig,
Schumann was deeply
impressed with Liszt's
interpretations of his
Noveletten, Op. 21 and
Fantasy in C Major, Op.
17 (dedicated to Liszt),
enthusiastically
observing that, I feel as
if I had known you twenty
years. Yet a variety of
events followed that
diminished Liszt's glory
in the eyes of the
Schumanns. They became
critical of the cult-like
atmosphere that arose
around his recitals, or
Lisztomania as it came to
be called; conceivably,
this could be attributed
to professional jealousy.
Clara, in particular,
came to loathe Liszt,
noting in a letter to
Joseph Joachim, I despise
Liszt from the depths of
my soul. She recorded a
stunning diary entry a
day after Liszt's death,
in which she noted, He
was an eminent keyboard
virtuoso, but a dangerous
example for the
young...As a composer he
was terrible. By
contrast, Liszt did not
share in these negative
sentiments; no evidence
suggests that he had any
ill-regard for the
Schumanns. In Weimar, he
did much to promote
Schumann's music,
conducting performances
of his Scenes from Faust
and Manfred, during a
time in which few
orchestras expressed
interest, and premiered
his opera Genoveva. He
later arranged a benefit
concert for Clara
following Robert's death,
featuring Clara as
soloist in Robert's Piano
Concerto, an event that
must have been
exhilarating to witness.
Regardless, her opinion
of him would never
change, despite his
repeated gestures of
courtesy and respect.
Liszt's relationship with
Schubert was a spiritual
one, with music being the
one and only link between
the two men. That with
the Schumanns was
personal, with music
influenced by a hero
worship that would
aggravate the
relationship over time.
Nonetheless, Liszt would
remain devoted to and
enthusiastic for the
music and achievements of
these composers. He would
be a vital force in
disseminating their music
to a wider audience, as
he would be with many
other composers
throughout his career.
His primary means for
accomplishing this was
the piano transcription.
Liszt and the
Transcription
Transcription versus
Paraphrase Transcription
and paraphrase were
popular terms in
nineteenth-century music,
although certainly not
unique to this period.
Musicians understood that
there were clear
distinctions between
these two terms, but as
is often the case these
distinctions could be
blurred. Transcription,
literally writing over,
entails reworking or
adapting a piece of music
for a performance medium
different from that of
its original; arrangement
is a possible synonym.
Adapting is a key part of
this process, for the
success of a
transcription relies on
the transcriber's ability
to adapt the piece to the
different medium. As a
result, the pre-existing
material is generally
kept intact, recognizable
and intelligible; it is
strict, literal,
objective. Contextual
meaning is maintained in
the process, as are
elements of style and
form. Paraphrase, by
contrast, implies
restating something in a
different manner, as in a
rewording of a document
for reasons of clarity.
In nineteenth-century
music, paraphrasing
indicated elaborating a
piece for purposes of
expressive virtuosity,
often as a vehicle for
showmanship. Variation is
an important element, for
the source material may
be varied as much as the
paraphraser's imagination
will allow; its purpose
is metamorphosis.
Transcription is adapting
and arranging;
paraphrasing is
transforming and
reworking. Transcription
preserves the style of
the original; paraphrase
absorbs the original into
a different style.
Transcription highlights
the original composer;
paraphrase highlights the
paraphraser.
Approximately half of
Liszt's compositional
output falls under the
category of transcription
and paraphrase; it is
noteworthy that he never
used the term
arrangement. Much of his
early compositional
activities were
transcriptions and
paraphrases of works of
other composers, such as
the symphonies of
Beethoven and Berlioz,
vocal music by Schubert,
and operas by Donizetti
and Bellini. It is
conceivable that he
focused so intently on
work of this nature early
in his career as a means
to perfect his
compositional technique,
although transcription
and paraphrase continued
well after the technique
had been mastered; this
might explain why he
drastically revised and
rewrote many of his
original compositions
from the 1830s (such as
the Transcendental Etudes
and Paganini Etudes) in
the 1850s. Charles Rosen,
a sympathetic interpreter
of Liszt's piano works,
observes, The new
revisions of the
Transcendental Etudes are
not revisions but concert
paraphrases of the old,
and their art lies in the
technique of
transformation. The
Paganini etudes are piano
transcriptions of violin
etudes, and the
Transcendental Etudes are
piano transcriptions of
piano etudes. The
principles are the same.
He concludes by noting,
Paraphrase has shaded off
into
composition...Composition
and paraphrase were not
identical for him, but
they were so closely
interwoven that
separation is impossible.
The significance of
transcription and
paraphrase for Liszt the
composer cannot be
overstated, and the
mutual influence of each
needs to be better
understood. Undoubtedly,
Liszt the composer as we
know him today would be
far different had he not
devoted so much of his
career to transcribing
and paraphrasing the
music of others. He was
perhaps one of the first
composers to contend that
transcription and
paraphrase could be
genuine art forms on
equal par with original
pieces; he even claimed
to be the first to use
these two terms to
describe these classes of
arrangements. Despite the
success that Liszt
achieved with this type
of work, others viewed it
with circumspection and
criticism. Robert
Schumann, although deeply
impressed with Liszt's
keyboard virtuosity, was
harsh in his criticisms
of the transcriptions.
Schumann interpreted them
as indicators that
Liszt's virtuosity had
hindered his
compositional development
and suggested that Liszt
transcribed the music of
others to compensate for
his own compositional
deficiencies.
Nonetheless, Liszt's
piano transcriptions,
what he sometimes called
partitions de piano (or
piano scores), were
instrumental in promoting
composers whose music was
unknown at the time or
inaccessible in areas
outside of major European
capitals, areas that
Liszt willingly toured
during his Glanzzeit. To
this end, the
transcriptions had to be
literal arrangements for
the piano; a Beethoven
symphony could not be
introduced to an
unknowing audience if its
music had been subjected
to imaginative
elaborations and
variations. The same
would be true of the 1833
transcription of
Berlioz's Symphonie
fantastique (composed
only three years
earlier), the
astonishingly novel
content of which would
necessitate a literal and
intelligible rendering.
Opera, usually more
popular and accessible
for the general public,
was a different matter,
and in this realm Liszt
could paraphrase the
original and manipulate
it as his imagination
would allow without
jeopardizing its
reception; hence, the
paraphrases on the operas
of Bellini, Donizetti,
Mozart, Meyerbeer and
Verdi. Reminiscence was
another term coined by
Liszt for the opera
paraphrases, as if the
composer were reminiscing
at the keyboard following
a memorable evening at
the opera. Illustration
(reserved on two
occasions for Meyerbeer)
and fantasy were
additional terms. The
operas of Wagner were
exceptions. His music was
less suited to paraphrase
due to its general lack
of familiarity at the
time. Transcription of
Wagner's music was thus
obligatory, as it was of
Beethoven's and Berlioz's
music; perhaps the
composer himself insisted
on this approach. Liszt's
Lieder Transcriptions
Liszt's initial
encounters with
Schubert's music, as
mentioned previously,
were with the Lieder. His
first transcription of a
Schubert Lied was Die
Rose in 1833, followed by
Lob der Tranen in 1837.
Thirty-nine additional
transcriptions appeared
at a rapid pace over the
following three years,
and in 1846, the Schubert
Lieder transcriptions
would conclude, by which
point he had completed
fifty-eight, the most of
any composer. Critical
response to these
transcriptions was highly
favorable--aside from the
view held by
Schumann--particularly
when Liszt himself played
these pieces in concert.
Some were published
immediately by Anton
Diabelli, famous for the
theme that inspired
Beethoven's variations.
Others were published by
the Viennese publisher
Tobias Haslinger (one of
Beethoven's and
Schubert's publishers in
the 1820s), who sold his
reserves so quickly that
he would repeatedly plead
for more. However,
Liszt's enthusiasm for
work of this nature soon
became exhausted, as he
noted in a letter of 1839
to the publisher
Breitkopf und Hartel:
That good Haslinger
overwhelms me with
Schubert. I have just
sent him twenty-four new
songs (Schwanengesang and
Winterreise), and for the
moment I am rather tired
of this work. Haslinger
was justified in his
demands, for the Schubert
transcriptions were
received with great
enthusiasm. One Gottfried
Wilhelm Fink, then editor
of the Allgemeine
musikalische Zeitung,
observed of these
transcriptions: Nothing
in recent memory has
caused such sensation and
enjoyment in both
pianists and audiences as
these arrangements...The
demand for them has in no
way been satisfied; and
it will not be until
these arrangements are
seen on pianos
everywhere. They have
indeed made quite a
splash. Eduard Hanslick,
never a sympathetic
critic of Liszt's music,
acknowledged thirty years
after the fact that,
Liszt's transcriptions of
Schubert Lieder were
epoch-making. There was
hardly a concert in which
Liszt did not have to
play one or two of
them--even when they were
not listed on the
program. These
transcriptions quickly
became some of his most
sough-after pieces,
despite their extreme
technical demands.
Leading pianists of the
day, such as Clara Wieck
and Sigismond Thalberg,
incorporated them into
their concert programs
immediately upon
publication. Moreover,
the transcriptions would
serve as inspirations for
other composers, such as
Stephen Heller, Cesar
Franck and later Leopold
Godowsky, all of whom
produced their own
transcriptions of
Schubert's Lieder. Liszt
would transcribe the
Lieder of other composers
as well, including those
by Mendelssohn, Chopin,
Anton Rubinstein and even
himself. Robert Schumann,
of course, would not be
ignored. The first
transcription of a
Schumann Lied was the
celebrated Widmung from
Myrten in 1848, the only
Schumann transcription
that Liszt completed
during the composer's
lifetime. (Regrettably,
there is no evidence of
Schumann's regard of this
transcription, or even if
he was aware of it.) From
the years 1848-1881,
Liszt transcribed twelve
of Robert Schumann's
Lieder (including one
orchestral Lied) and
three of Clara (one from
each of her three
published Lieder cycles);
he would transcribe no
other works of these two
composers. The Schumann
Lieder transcriptions,
contrary to those of
Schubert, are literal
arrangements, posing, in
general, far fewer
demands on the pianist's
technique. They are
comparatively less
imaginative in their
treatment of the original
material. Additionally,
they seem to have been
less valued in their day
than the Schubert
transcriptions, and it is
noteworthy that none of
the Schumann
transcriptions bear
dedications, as most of
the Schubert
transcriptions do. The
greatest challenge posed
by Lieder transcriptions,
regardless of the
composer or the nature of
the transcription, was to
combine the vocal and
piano parts of the
original such that the
character of each would
be preserved, a challenge
unique to this form of
transcription. Each part
had to be intact and
aurally recognizable, the
vocal line in particular.
Complications could be
manifold in a Lied that
featured dissimilar
parts, such as Schubert's
Auf dem Wasser zu singen,
whose piano accompaniment
depicts the rocking of
the boat on the
shimmering waves while
the vocal line reflects
on the passing of time.
Similar complications
would be encountered in
Gretchen am Spinnrade, in
which the ubiquitous
sixteenth-note pattern in
the piano's right hand
epitomizes the
ever-turning spinning
wheel over which the
soprano voice expresses
feelings of longing and
heartache. The resulting
transcriptions for solo
piano would place
exceptional demands on
the pianist. The
complications would be
far less imposing in
instances in which voice
and piano were less
differentiated, as in
many of Schumann's Lieder
that Liszt transcribed.
The piano parts in these
Lieder are true
accompaniments for the
voice, providing harmonic
foundation and rhythmic
support by doubling the
vocal line throughout.
The transcriptions, thus,
are strict and literal,
with far fewer demands on
both pianist and
transcriber. In all of
Liszt's Lieder
transcriptions,
regardless of the way in
which the two parts are
combined, the melody
(i.e. the vocal line) is
invariably the focal
point; the melody should
sing on the piano, as if
it were the voice. The
piano part, although
integral to contributing
to the character of the
music, is designed to
function as
accompaniment. A singing
melody was a crucial
objective in
nineteenth-century piano
performance, which in
part might explain the
zeal in transcribing and
paraphrasing vocal music
for the piano. Friedrich
Wieck, father and teacher
of Clara Schumann,
stressed this point
repeatedly in his 1853
treatise Clavier und
Gesang (Piano and Song):
When I speak in general
of singing, I refer to
that species of singing
which is a form of
beauty, and which is a
foundation for the most
refined and most perfect
interpretation of music;
and, above all things, I
consider the culture of
beautiful tones the basis
for the finest possible
touch on the piano. In
many respects, the piano
and singing should
explain and supplement
each other. They should
mutually assist in
expressing the sublime
and the noble, in forms
of unclouded beauty. Much
of Liszt's piano music
should be interpreted
with this concept in
mind, the Lieder
transcriptions and opera
paraphrases, in
particular. To this end,
Liszt provided numerous
written instructions to
the performer to
emphasize the vocal line
in performance, with
Italian directives such
as un poco marcato il
canto, accentuato assai
il canto and ben
pronunziato il canto.
Repeated indications of
cantando,singend and
espressivo il canto
stress the significance
of the singing tone. As
an additional means of
achieving this and
providing the performer
with access to the
poetry, Liszt insisted,
at what must have been a
publishing novelty at the
time, on printing the
words of the Lied in the
music itself. Haslinger,
seemingly oblivious to
Liszt's intent, initially
printed the poems of the
early Schubert
transcriptions separately
inside the front covers.
Liszt argued that the
transcriptions must be
reprinted with the words
underlying the notes,
exactly as Schubert had
done, a request that was
honored by printing the
words above the
right-hand staff. Liszt
also incorporated a
visual scheme for
distinguishing voice and
accompaniment, influenced
perhaps by Chopin, by
notating the
accompaniment in cue
size. His transcription
of Robert Schumann's
Fruhlings Ankunft
features the vocal line
in normal size, the piano
accompaniment in reduced
size, an unmistakable
guide in a busy texture
as to which part should
be emphasized: Example 1.
Schumann-Liszt Fruhlings
Ankunft, mm. 1-2. The
same practice may be
found in the
transcription of
Schumann's An die Turen
will ich schleichen. In
this piece, the performer
must read three staves,
in which the baritone
line in the central staff
is to be shared between
the two hands based on
the stem direction of the
notes: Example 2.
Schumann-Liszt An die
Turen will ich
schleichen, mm. 1-5. This
notational practice is
extremely beneficial in
this instance, given the
challenge of reading
three staves and the
manner in which the vocal
line is performed by the
two hands. Curiously,
Liszt did not use this
practice in other
transcriptions.
Approaches in Lieder
Transcription Liszt
adopted a variety of
approaches in his Lieder
transcriptions, based on
the nature of the source
material, the ways in
which the vocal and piano
parts could be combined
and the ways in which the
vocal part could sing.
One approach, common with
strophic Lieder, in which
the vocal line would be
identical in each verse,
was to vary the register
of the vocal part. The
transcription of Lob der
Tranen, for example,
incorporates three of the
four verses of the
original Lied, with the
register of the vocal
line ascending one octave
with each verse (from low
to high), as if three
different voices were
participating. By the
conclusion, the music
encompasses the entire
range of Liszt's keyboard
to produce a stunning
climactic effect, and the
variety of register of
the vocal line provides a
welcome textural variety
in the absence of the
words. The three verses
of the transcription of
Auf dem Wasser zu singen
follow the same approach,
in which the vocal line
ascends from the tenor,
to the alto and to the
soprano registers with
each verse.
Fruhlingsglaube adopts
the opposite approach, in
which the vocal line
descends from soprano in
verse 1 to tenor in verse
2, with the second part
of verse 2 again resuming
the soprano register;
this is also the case in
Das Wandern from
Mullerlieder. Gretchen am
Spinnrade posed a unique
problem. Since the poem's
narrator is female, and
the poem represents an
expression of her longing
for her lover Faust,
variation of the vocal
line's register, strictly
speaking, would have been
impractical. For this
reason, the vocal line
remains in its original
register throughout,
relentlessly colliding
with the sixteenth-note
pattern of the
accompaniment. One
exception may be found in
the fifth and final verse
in mm. 93-112, at which
point the vocal line is
notated in a higher
register and doubled in
octaves. This sudden
textural change, one that
is readily audible, was a
strategic means to
underscore Gretchen's
mounting anxiety (My
bosom urges itself toward
him. Ah, might I grasp
and hold him! And kiss
him as I would wish, at
his kisses I should
die!). The transcription,
thus, becomes a vehicle
for maximizing the
emotional content of the
poem, an exceptional
undertaking with the
general intent of a
transcription. Registral
variation of the vocal
part also plays a crucial
role in the transcription
of Erlkonig. Goethe's
poem depicts the death of
a child who is
apprehended by a
supernatural Erlking, and
Schubert, recognizing the
dramatic nature of the
poem, carefully depicted
the characters (father,
son and Erlking) through
unique vocal writing and
accompaniment patterns:
the Lied is a dramatic
entity. Liszt, in turn,
followed Schubert's
characterization in this
literal transcription,
yet took it an additional
step by placing the
register of the father's
vocal line in the
baritone range, that of
the son in the soprano
range and that of the
Erlking in the highest
register, options that
would not have been
available in the version
for voice and piano.
Additionally, Liszt
labeled each appearance
of each character in the
score, a means for
guiding the performer in
interpreting the dramatic
qualities of the Lied. As
a result, the drama and
energy of the poem are
enhanced in this
transcription; as with
Gretchen am Spinnrade,
the transcriber has
maximized the content of
the original. Elaboration
may be found in certain
Lieder transcriptions
that expand the
performance to a level of
virtuosity not found in
the original; in such
cases, the transcription
approximates the
paraphrase. Schubert's Du
bist die Ruh, a paradigm
of musical simplicity,
features an uncomplicated
piano accompaniment that
is virtually identical in
each verse. In Liszt's
transcription, the
material is subjected to
a highly virtuosic
treatment that far
exceeds the original,
including a demanding
passage for the left hand
alone in the opening
measures and unique
textural writing in each
verse. The piece is a
transcription in
virtuosity; its art, as
Rosen noted, lies in the
technique of
transformation.
Elaboration may entail an
expansion of the musical
form, as in the extensive
introduction to Die
Forelle and a virtuosic
middle section (mm.
63-85), both of which are
not in the original. Also
unique to this
transcription are two
cadenzas that Liszt
composed in response to
the poetic content. The
first, in m. 93 on the
words und eh ich es
gedacht (and before I
could guess it), features
a twisted chromatic
passage that prolongs and
thereby heightens the
listener's suspense as to
the fate of the trout
(which is ultimately
caught). The second, in
m. 108 on the words
Betrogne an (and my blood
boiled as I saw the
betrayed one), features a
rush of
diminished-seventh
arpeggios in both hands,
epitomizing the poet's
rage at the fisherman for
catching the trout. Less
frequent are instances in
which the length of the
original Lied was
shortened in the
transcription, a tendency
that may be found with
certain strophic Lieder
(e.g., Der Leiermann,
Wasserflut and Das
Wandern). Another
transcription that
demonstrates Liszt's
readiness to modify the
original in the interests
of the poetic content is
Standchen, the seventh
transcription from
Schubert's
Schwanengesang. Adapted
from Act II of
Shakespeare's Cymbeline,
the poem represents the
repeated beckoning of a
man to his lover. Liszt
transformed the Lied into
a miniature drama by
transcribing the vocal
line of the first verse
in the soprano register,
that of the second verse
in the baritone register,
in effect, creating a
dialogue between the two
lovers. In mm. 71-102,
the dialogue becomes a
canon, with one voice
trailing the other like
an echo (as labeled in
the score) at the
distance of a beat. As in
other instances, the
transcription resembles
the paraphrase, and it is
perhaps for this reason
that Liszt provided an
ossia version that is
more in the nature of a
literal transcription.
The ossia version, six
measures shorter than
Schubert's original, is
less demanding
technically than the
original transcription,
thus representing an
ossia of transcription
and an ossia of piano
technique. The Schumann
Lieder transcriptions, in
general, display a less
imaginative treatment of
the source material.
Elaborations are less
frequently encountered,
and virtuosity is more
restricted, as if the
passage of time had
somewhat tamed the
composer's approach to
transcriptions;
alternatively, Liszt was
eager to distance himself
from the fierce
virtuosity of his early
years. In most instances,
these transcriptions are
literal arrangements of
the source material, with
the vocal line in its
original form combined
with the accompaniment,
which often doubles the
vocal line in the
original Lied. Widmung,
the first of the Schumann
transcriptions, is one
exception in the way it
recalls the virtuosity of
the Schubert
transcriptions of the
1830s. Particularly
striking is the closing
section (mm. 58-73), in
which material of the
opening verse (right
hand) is combined with
the triplet quarter notes
(left hand) from the
second section of the
Lied (mm. 32-43), as if
the transcriber were
attempting to reconcile
the different material of
these two sections.
Fruhlingsnacht resembles
a paraphrase by
presenting each of the
two verses in differing
registers (alto for verse
1, mm. 3-19, and soprano
for verse 2, mm. 20-31)
and by concluding with a
virtuosic section that
considerably extends the
length of the original
Lied. The original
tonalities of the Lieder
were generally retained
in the transcriptions,
showing that the tonality
was an important part of
the transcription
process. The infrequent
instances of
transposition were done
for specific reasons. In
1861, Liszt transcribed
two of Schumann's Lieder,
one from Op. 36 (An den
Sonnenschein), another
from Op. 27 (Dem roten
Roslein), and merged
these two pieces in the
collection 2 Lieder; they
share only the common
tonality of A major. His
choice for combining
these two Lieder remains
unknown, but he clearly
recognized that some
tonal variety would be
needed, for which reason
Dem roten Roslein was
transposed to C>= major.
The collection features
An den Sonnenschein in A
major (with a transition
to the new tonality),
followed by Dem roten
Roslein in C>= major
(without a change of key
signature), and
concluding with a reprise
of An den Sonnenschein in
A major. A three-part
form was thus established
with tonal variety
provided by keys in third
relations (A-C>=-A); in
effect, two of Schumann's
Lieder were transcribed
into an archetypal song
without words. In other
instances, Liszt treated
tonality and tonal
organization as important
structural ingredients,
particularly in the
transcriptions of
Schubert's Lieder cycles,
i.e. Schwanengesang,
Winterreise a...
Alto saxophone (SCHULE+CD) - very easy to easy SKU: HL.49033323 Die mo...(+)
Alto saxophone
(SCHULE+CD) - very easy
to easy
SKU:
HL.49033323
Die
moderne Schule fur
Jugendliche und
Erwachsene. Composed
by Juchem. This edition:
Ring/Spiral binding.
Sheet music with CD.
Edition Schott. Edition
with CD. 130 pages.
Schott Music #ED 9832.
Published by Schott Music
(HL.49033323).
ISBN
9783795757311.
9.0x12.0x0.675 inches.
German.
This
saxophone method is
suitable for lessons and
self-study and is aimed
at young people and
adults who want to learn
to play the saxophone
with fun and success.
This is why this
established method
focuses on well-known
songs - long-winded
explanations and dry
exercises are avoided.
All subject matters have
been wrapped up in
attractive songs and
pieces which sound like
real music right from the
beginning thanks to the
live recorded playback
tracks. Thus, exercising
is fun. Another
successful instrumental
method in the well-known
'Hobby' series. Dirko
Juchem has made a name
for himself as a
saxophonist, saxophone
teacher and specialist
author on both a national
and international level
for many years.His
saxophone sound and wide
range of styles are well
in demand: He has played
with well-known German
and international artists
such as Rolf Zuckowski,
Barbara Dennerlein,
Thomas Anders, Anne
Haigis, Harald Juhnke, Pe
Werner, Sara K. as well
as with musicians of
Jethro Tull, Jazz-Kantine
or the Mike Oldfield
Band. Apart from numerous
concerts and productions
with other artists and
bands, he performs again
and again with his own
programmes - solo, as a
duo or with an entire
band. Up to now, he has
performed in more than
100 CD and LP
productions, and his
tours have taken him as
far as Los Angeles and
Taiwan.Having taught at
various music schools as
a saxophone teacher and
held lectures at the
Bundesakademie Remscheid
as a guest lecturer, he
knows the problems of
saxophonists from
first-hand experience.In
addition, Dirko Juchem is
the author of numerous
textbooks and tune books
for the saxophone as well
as a specialist author of
articles for musicians'
journals ('Sonic', 'Sound
Check', 'Fachblatt
Musikmagazin').
Piano SKU: BR.DV-31099 32 German Children's Songs for Beginners with U...(+)
Piano
SKU:
BR.DV-31099
32
German Children's Songs
for Beginners with Upper
Voice in C ad lib..
Composed by Manfred
Schmitz. Solo
instruments; Softcover.
Deutscher Verlag. Schmitz
added an easy piano part
to the most famous German
children's songs, along
with equally easy upper
parts which can be played
by a recorder, violin or
other melody instrument.
Music pedagogy. Score. 56
pages. Deutscher Verlag
fur Musik #DV 31099.
Published by Deutscher
Verlag fur Musik
(BR.DV-31099).
ISBN
9790200415735. 9 x 12
inches.
Experienced
piano instructor Manfred
Schmitz had already
ventured out into the
open air in his
Spielwiese (or
Playground, DV 30065). In
his Green
Childrens-Song-Piano, he
is now striking out on a
new path that will take
young performers to
another exciting new
playground: chamber
music. Schmitz added an
easy piano part to the
most famous German
childrens songs, along
with equally easy upper
parts which can be played
by a recorder, violin or
other melody instrument.
He selected the childrens
songs chiefly on the
basis of their
popularity: The Green
Childrens-Song-Piano is
something very special:
its songs are really
everGREEN!
Schmitz
added an easy piano part
to the most famous German
children's songs, along
with equally easy upper
parts which can be played
by a recorder, violin or
other melody
instrument.
Guitar (fingerpicking) SKU: MB.30844M An Autobiography of Nehemiah Ski...(+)
Guitar (fingerpicking)
SKU: MB.30844M
An Autobiography of
Nehemiah Skip James.
Composed by Nehemiah Skip
James. Theory and
Reference, Squareback
saddle stitch. Style.
Book and online audio.
132 pages. Mel Bay
Publications, Inc
#30844M. Published by Mel
Bay Publications, Inc
(MB.30844M).
ISBN
9781513464268. 8.75 x
11.75
inches.
Skip James was one
of the most influential
early Bluesmen, but his
importance as a stylist
remained undiscovered
until he was brought out
of a long retirement by
the Folk/Blues revival of
the early 1960â??s. Born
in 1902 and raised in
Bentonia, Nehemiah Curtis
James was brought up in a
religious family: his
father was a bootlegger
who reformed and became a
Baptist preacher. Skip
learned piano in school
but picked up guitar from
his friend Henry Stuckey.
In 1931 Skip was picked
up by a scout for
Paramount Records and he
cut 26 tracks, of which
18 were released, in a
two day session at their
Grafton, Wisconsin
studios. These recordings
presented a unique and
haunting genius that
influenced legendary
bluesmen as Robert
Johnson, Kansas Joe McCoy
and Johnny Temple. But
the recordings sold
poorly, having been
released during the Great
Depression, and he
drifted into
obscurity.
<
span style=font-family:
Arial;> We have included
as online downloads
Skipâ??s 1931
recordings. The crackling
sound of these rare
recordings cannot obscure
the brilliance of this
seminal Blues
master.
After over 30
yearâ??s retirement from
music, Skip was
rediscovered by Blues
enthusiasts Bill Barth,
John Fahey and Henry
Vestine. They persuaded
Skip to appear at the
Newport Folk Festival in
1964, where his
renditions of his old
songs were still powerful
and moving. His
performances as well as
his old and new
recordings influenced a
generation of new
musicians: Eric Clapton,
Alan Wilson of Canned
Heat, Cream, Deep Purple,
Chris Thomas King, Alvin
Youngblood Hart, Derek
Trucks, Beck, Big Sugar,
John Martyn, Lucinda
Williams and Rory Block
to name a
few.
Books on
legendary Blues musicians
written by white
musicologists tend to
offer a subjective
perspective on how the
artists felt, thought or
reacted. A tainted
picture is captured that
has more to do with the
writerâ??s social and
musical experiences. This
autobiography is
different. The words,
thoughts and feelings
come directly from the
artistâ??s lips. This is
the story of Nehemiah
â??Skipâ? James told
by Nehemiah â??Skipâ?
James.
Piano SKU: BR.DV-31100 39 Christmas Carols for Beginners with Upper Vo...(+)
Piano
SKU:
BR.DV-31100
39
Christmas Carols for
Beginners with Upper
Voice in C ad lib..
Composed by Manfred
Schmitz. Solo
instruments; stapled.
Deutscher Verlag. The
experienced piano teacher
has arranged the most
beautiful Christmas
carols and Advent songs
for piano in an
easy-to-play manner, and
added an equally simple,
fantasy-filled melody
part (for recorder or
violin or...) to it.
Music pedagogy. Score. 76
pages. Deutscher Verlag
fur Musik #DV 31100.
Published by Deutscher
Verlag fur Musik
(BR.DV-31100).
ISBN
9790200415742. 9 x 12
inches.
Even the
most beautiful summer
comes to an end some day,
and thus the pieces from
the beloved Green
Childrens Song Piano (DV
31099) are also no longer
suited to the season. Now
its time for the new
collection by Manfred
Schmitz. The experienced
piano teacher has
arranged the most
beautiful Christmas
carols and Advent songs
for piano in an
easy-to-play manner, and
added an equally simple,
fantasy-filled melody
part (for recorder or
violin or...) to it. The
Green Christmas Song
Piano is suited for
teaching and recitals,
for duets or solo
playing. Neither snow nor
ice are an obstacle to
these ever-green
songs!
The
experienced piano teacher
has arranged the most
beautiful Christmas
carols and Advent songs
for piano in an
easy-to-play manner, and
added an equally simple,
fantasy-filled melody
part (for recorder or
violin or...) to it.
Voice SKU: AP.47837 1. International Edition. Composed by D...(+)
Voice
SKU:
AP.47837
1.
International
Edition. Composed by
Dr. Shinichi Suzuki. This
edition: International.
Method/Instruction;
Suzuki; Vocal Method
(Suzuki). Suzuki Voice
School. Book and CD. 24
pages. Alfred Music
#00-47837. Published by
Alfred Music (AP.47837).
ISBN 9781470641689.
UPC: 038081548159.
English.
Teach
voice with the popular
Suzuki Voice 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 Voice 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 voice teacher to
develop their potential
as a musician and as a
person.
This Book
and CD is integral for
Suzuki voice lessons.
This new Volume 1
features: * Engravings in
a 9 x 12 format * Songs
for children * Songs for
parents * CD with piano
accompaniments performed
by Marjaana
Merikanto.
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.
Book/Online Audio Electronic Keyboard; Keyboards; Organ SKU: HL.302741 (+)
Book/Online Audio
Electronic Keyboard;
Keyboards; Organ
SKU:
HL.302741
E-Z Play
Today Book A. E-Z
Play Today. Instruction,
Method. Softcover Audio
Online. 48 pages.
Published by Hal Leonard
(HL.302741).
ISBN
9781540065261. UPC:
888680967468.
9.0x12.0x0.182
inches.
Introducing
the E-Z way to reading
music notes, chords, and
learning musical terms!
Keyboards are among the
most versatile of all
musical instruments, and
many electronic keyboards
today have special
automatic features and
automatic rhythms. These
features make making
music even more fun and
versatile! If you've
always wanted to learn
how to play the keyboard,
this book is your first
step to success!
Beginnings Book A
provides
easy-to-understand
instructions with popular
songs and favorite tunes
so you can start playing
music you know and love
while learning to play!
In practically no time,
you'll be performing some
of your favorite
standards, including:
Aura Lee • Danny
Boy • He's Got the
Whole World in His Hands
• Kumbaya •
Lullaby (Cradle Song)
• On Top of Old
Smoky • Simple
Gifts • When the
Saints Go Marching In
• Yankee Doodle
• and more. This
book also includes access
to online recordings of
demonstration and backing
tracks, so you can listen
to the demos to hear how
the piece should sound,
then play along with the
backing tracks to sound
like a pro! Audio is
accessed online using the
unique code inside the
book and can be streamed
or downloaded. The audio
files include PLAYBACK+,
a multi-functional audio
player that allows you to
slow down audio without
changing pitch, set loop
points, change keys, and
pan left or right.
About Hal
Leonard E-Z Play
Today
For
organs, pianos, and
electronic keyboards. E-Z
Play Today is the
shortest distance between
beginning music and
playing fun. Now there
are more than 300 reasons
why you should play E-Z
Play Today. * World's
largest series of music
folios * Full-size books
- large 9 x 12 format
features easy-to-read,
easy-to-play music *
Accurate arrangements...
simple enough for the
beginner, but accurate
chords and melody lines
are maintained *
Eye-catching, full-color
covers * Lyrics... most
arrangements include
words and music * Most
up-to-date registrations
- books in the series
contain a general
registration guide, as
well as individual song
rhythm suggestions *
Guitar Chord Chart - all
songs in the series can
also be played on
guitar.
Voice SKU: AP.47838 1. International Edition. Composed by D...(+)
Voice
SKU:
AP.47838
1.
International
Edition. Composed by
Dr. Shinichi Suzuki. This
edition: International.
Method/Instruction;
Suzuki; Vocal Method
(Suzuki). Suzuki Voice
School. Book. 24 pages.
Alfred Music #00-47838.
Published by Alfred Music
(AP.47838).
ISBN
9781470641696. UPC:
038081548166.
English.
Teach
voice with the popular
Suzuki Voice 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 Voice 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 voice teacher to
develop their potential
as a musician and as a
person.
This
Suzuki voice method book,
Volume 1 features:
Engravings in a 9 x 12
format * Songs for
children * Songs for
parents.
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.
Voice SKU: AP.47842 1. International Edition. Composed by D...(+)
Voice
SKU:
AP.47842
1.
International
Edition. Composed by
Dr. Shinichi Suzuki. This
edition: Accompaniment
Book; International.
Method/Instruction;
Suzuki; Vocal Method
(Suzuki). Suzuki Voice
School. Book. 48 pages.
Alfred Music #00-47842.
Published by Alfred Music
(AP.47842).
ISBN
9781470641702. UPC:
038081548180.
English.
Teach
voice with the popular
Suzuki Voice 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 Voice 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 voice teacher to
develop their potential
as a musician and as a
person.
This
Suzuki voice method,
Volume 1 accompaniment
book features: *
Engravings in a 9 x 12
format * Songs for
children * Songs for
parents.
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.
Level 7 Piano SKU: HL.360517 By Various. Piano Solo Songbook. Instruction...(+)
Level 7 Piano
SKU:
HL.360517
By Various.
Piano Solo Songbook.
Instruction. Softcover
Audio Online. Rockschool
#RSK200096US. Published
by Rockschool
(HL.360517).
ISBN
9781789361728. UPC:
840126990454.
9.0x12.0x0.235
inches.
Learn to
play rock and pop with
Rockschool. These
specially written
arrangements develop the
skills and techniques you
need to help you achieve
your musical goals. For
Rockschool's piano
series, Rockschool has
commissioned arrangements
of titles reflecting
popular music's rich
heritage in all its
forms. Each piece has
been tailored to fit the
relevant grade level and
support progression while
learning your instrument.
The music has been
arranged and performed by
top session musicians and
was recorded at Abbey
Road Studios. Songs
include: Cornflake Girl
(Tori Amos) • I Got
the News (Steely Dan)
• Live and Let Die
(Paul McCartney and
Wings) • Rosanna
(Toto) • Theme from
Schindler's List •
A Song for You (Ray
Charles). Plus: •
Band and artist fact
files with recommended
listening •
In-depth walkthroughs of
every track •
Easy-access downloadable
audio of backing tracks
and full recordings of
all performance pieces
• Example tests and
exercises.
Complied and
transcribed for Baritone
and String Quartet by
Aribert Reimann.
Composed by Aribert
Reimann and Franz Liszt.
Arranged by Aribert
Reimann. This edition:
Saddle stitching. Sheet
music. Vocal. Classical.
Score and parts. Composed
1860-1880. 76 pages.
Duration 20'. Schott
Music #ED 21885.
Published by Schott Music
(HL.49044628).
ISBN
9790001198493. UPC:
841886022027.
9.25x12.0x0.212 inches.
German.
Aribert
Reimann's idea to arrange
the lieder of Franz Liszt
for baritone and string
quartet goes back to his
collaboration with
Dietrich Fischer-Dieskau,
recording some of these
lieder for the German
broadcasting company
formerly known as Sender
Freies Berlin (SFB).
Since then, Reimann has
continued to be
fascinated by Liszt's
thrilling harmony and
unconventional treatment
of the voice. Here, he
has compiled a cycle
containing seven lieder
from Liszt's middle and
late periods, arranged so
that each song is the
logical continuation of
its predecessor. Liszt's
fundamental harmony has
been retained, but the
registers have been
altered to such an extent
that they appear in a
completely new light.
Recorder (Recorder) - 4-5 SKU: HL.48000031 For 2 or 3 Recorders. C...(+)
Recorder (Recorder) - 4-5
SKU: HL.48000031
For 2 or 3
Recorders. Composed
by Bé, k, and la
Bartó. Edited by
Hans Ulrich Staeps. Sheet
music. Boosey & Hawkes
Chamber Music. Classical,
Contemporary. Performance
score. 16 pages.
Universal Edition
#UE12601. Published by
Universal Edition
(HL.48000031).
ISBN
9783702432539. UPC:
803452032199.
9.25x6.0x0.07
inches.
Contents:
Dance * Teasing Song *
Play * Lullaby *
Midsummer Night Song *
Cushion Dance * Rumanian
Song * Ruthenian Song *
Slovak Song (I) *
Hungarian Song.
By Freddie Mercury. Arranged by Andrea Ravizza. Concert band. As performed by th...(+)
By Freddie Mercury.
Arranged by Andrea
Ravizza. Concert band. As
performed by the Queen.
Pop Music. Level: Grade
3. Score and set of
parts. Duration 2:40.
Published by Scomegna
Edizioni Musicali
(Italian import).
Alto
Recorder Christmas
Book. Woodwind Solo.
Christmas. Softcover. 152
pages. Schott Music
#ED23661. Published by
Schott Music
(HL.49047094).
ISBN
9783795728069. UPC:
196288120711.
9.25x12.0x0.428
inches.
Movements
from Christmas concerts
by Corelli and Manfredini
or Bach chorales are
among the classics in the
Christmas concert and
should not be missing
from this anthology. In
addition, many other
interesting pieces are
collected, from Christmas
settings from the
Renaissance to other
baroque movements,
variations, songs to
modern new compositions.
As an alternative to some
movements, organmovements
are also available for
free download. Based on
the treble recorder
method by Barbara
Hintermeier (ED 21280) or
can be
usedseparately.
Violin and Piano Piano Accompaniment; Violin SKU: HL.1171048 For Violi...(+)
Violin and Piano Piano
Accompaniment; Violin
SKU: HL.1171048
For Violin and
Piano. Composed by
Morten Lauridsen.
Peermusic Classical.
Classical. Softcover. 9
pages. Peermusic
Classical #70359-602.
Published by Peermusic
Classical (HL.1171048).
ISBN 9781705189382.
UPC: 196288125099.
9.0x12.0x0.08
inches.
Morten
Lauridsen was
commissioned by acclaimed
violinist Anne Akiko
Meyers to make
arrangements of his
popular songs,
“Dirait-onâ€
and “Sure on this
Shining Nightâ€
which she has recorded on
her CD Shining Night, now
making these world-famous
vocal songs available for
violinists to enjoy and
to perform in
concert.
Book/Online Audio Clarinet SKU: HL.400317 Music Minus One Clarinet...(+)
Book/Online Audio
Clarinet
SKU:
HL.400317
Music
Minus One Clarinet.
Composed by Various.
Sheet music. Music Minus
One. Classical, Contest.
Softcover Audio Online.
32 pages. Music Minus One
#MMO3211. Published by
Music Minus One
(HL.400317).
ISBN
9781596152380. UPC:
884088188276.
9.0x12.0x0.122
inches.
A
wide-ranging collection
of pieces for the
beginning clarinetist,
suitable for first
through third year of
study. Includes a printed
music score with online
audio of professional
recordings of piano
accompaniments to each
piece. Accompaniment:
Harriet Wingreen, piano
The audio is accessed
online using the unique
code inside each book and
can be streamed or
downloaded. The audio
files include PLAYBACK+,
a multi-functional audio
player that allows you to
slow down audio without
changing pitch, set loop
points, change keys, and
pan left or right.