Performed by The White Stripes. Play It Like It Is (Authentic note-for-note tran...(+)
Performed by The White
Stripes. Play It Like It
Is (Authentic
note-for-note
transcriptions). With
notes and tablature. Size
9x12 inches. 56 pages.
Published by Cherry Lane
Music.
Elephant Orchestre d'harmonie - Débutant Carl Fischer
Band concert band - Grade 1 SKU: CF.BPS127 Composed by Peter Sciaino. Fol...(+)
Band concert band - Grade
1
SKU: CF.BPS127
Composed by Peter
Sciaino. Folio. Bps. Set
of Score and Parts.
8+2+8+2+5+2+2+8+3+6+2+3+1
+1+2+2+12 pages. Duration
2 minutes, 39 seconds.
Carl Fischer Music
#BPS127. Published by
Carl Fischer Music
(CF.BPS127).
ISBN
9781491156209. UPC:
680160914746. 9 x 12
inches.
Program
Notes Elephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however, it's
their trumpeting that
makes them stand out as
the instrumentalists of
the animal kingdom! In
this selection, an
elephant's slow gate and
general demeanor are
represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young percussionists.
At m. 33 the
trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or lunch-bag
mutes, over their bells
(in their bells for horn
players). For the trumpet
players, the mutes can be
enhanced with an
additional balled-up
piece of paper placed at
the bottom of the bag
prior to slipping it over
the bell. Horns should
ball up the bag itself
and experiment with
placement to create the
most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age. Note to the
Conductor This piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece. Younger students
will likely need a
reasonable amount of
practice in successfully
using the lunch-bag
mutes. Allowing
additional rehearsal time
for this is
recommended. Program
Notes Elephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however, it's
their trumpeting that
makes them stand out as
the instrumentalists of
the animal kingdom! In
this selection, an
elephant's slow gait and
general demeanor are
represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young percussionists.
At m. 33 the
trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or lunch-bag
mutes, over their bells
(in their bells for horn
players). For the trumpet
players, the mutes can be
enhanced with an
additional balled-up
piece of paper placed at
the bottom of the bag
prior to slipping it over
the bell. Horns should
ball up the bag itself
and experiment with
placement to create the
most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age. Note to the
Conductor This piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece. Younger students
will likely need a
reasonable amount of
practice in successfully
using the lunch-bag
mutes. Allowing
additional rehearsal time
for this is
recommended. Program
NotesElephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however,
it’s their
trumpeting that makes
them stand out as the
instrumentalists of the
animal kingdom! In this
selection, an
elephant’s slow
gait and general demeanor
are represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young
percussionists. At m.
33 the trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or
“lunch-bag
mutes,†over their
bells (in their bells for
horn players). For the
trumpet players, the
mutes can be enhanced
with an additional
balled-up piece of paper
placed at the bottom of
the bag prior to slipping
it over the bell. Horns
should ball up the bag
itself and experiment
with placement to create
the most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age.Note to the
ConductorThis piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece.Younger students
will likely need a
reasonable amount of
practice in successfully
using the
“lunch-bag
mutes.†Allowing
additional rehearsal time
for this is
recommended.
Full
Score. Composed by
Per Norgard. Music Sales
America. 20Th Century,
Classical. Softcover. 188
pages. Edition Wilhelm
Hansen #KP00865.
Published by Edition
Wilhelm Hansen
(HL.14032192).
ISBN
9788759858394.
12.0x16.5x0.78 inches.
International (more than
one
language).
Symphony
No. 6 for orchestra,
1997-99. Preface /
Program Note:... with the
Lord a day is like a
thousand years, and a
thousand years is like a
day(New Testament, 2
Peter 3:8)My SYMPHONY NO.
6 was commissioned by the
Danish National Radio
Symphony Orchestra, the
Gteborg Symphony
Orchestra and the Oslo
Philharmonic Orchestra,
to be premiered at the
millenium 2000.The
subtitle AT THE END OF
THE DAY can be understood
literally or it can mean
when all is added up.
However, in my opinion,
nothing ever quite adds
up, there is always
something missing, any
ending will be
provisional ...This
symphony appears to end
only a few minutes into
the first movement, the
first passage, as the
music fades away to
almost-silence, after a
start of flying colours.
But then there is still
something, a small motive
(first heard in the
initial sound-waves)
which reappears,
hesitant, but persistent,
and this embryo is what
leads on the musical
progression. An agitated
section of many
instrumental voices comes
next, until all the
voices become obsessed
with the same phrase, a
see-saw motive based on
thirds. This section
evolves into almost
martial ferocity, when
broken off by a tutti
descent into an extreme
bass-world (a bass-world
which actually permeates
the whole symphony,
emplyoing instruments
that I have never used
before: double-bass tuba,
double-bass trombone,
double-bass clarinet, and
bass flute).The second
movement, the second
passage, apparently takes
off where the first
passage ended, but now
the events are more
ambiguous, and the same
music may be perceived as
fast-moving one moment
and slow-moving the next.
This section is a kind of
passacaglia, the
characteristic baroque
bass-variation.Without a
break follows the third
and last passage, in a
contrasting high
register. The music is
rhythmically knotty as
well as freely flowing.
As in the beginning of
the symphony, a
never-ending descent or
fall breaks off the
events, and at the very
end a delta of new
beginnings, of other
worlds, is revealed
....The symphony is
dedicated to Helle, my
wife. - Per Norgard.
Horn Trio SKU: YM.GTW01100336 Composed by Joe Hisaishi. Studio Ghibli Son...(+)
Horn Trio
SKU:
YM.GTW01100336
Composed by Joe Hisaishi.
Studio Ghibli Songs.
Anime, Studio Ghibli.
Score and Parts. Yamaha
Music Media #GTW01100336.
Published by Yamaha Music
Media (YM.GTW01100336).
ISBN 9784636102338.
8.5 x 12
inches.
This is a
collection of 23 popular
songs from Studio
Ghibli's works, arranged
for a duet, trio, and
quartet. The arrangements
are designed to be played
by the same type of
instruments in the same
key and are considerably
flexible, allowing the
trio to play as a duet
and the quartet as a
trio. Please refer to the
guide in the score if
full members are not
available. Many of the
pieces are arranged for
beginners, so they can be
enjoyed by anyone who has
just picked up an
instrument.
Choral (SATB Choir) SKU: HL.48021234 From Cantata academica, Carmen ba...(+)
Choral (SATB Choir)
SKU: HL.48021234
From Cantata
academica, Carmen
basiliense. Composed
by Benjamin Britten.
Boosey & Hawkes Sacred
Choral. Classical.
Octavo. 16 pages. Boosey
& Hawkes #M051482474.
Published by Boosey &
Hawkes (HL.48021234).
ISBN 9781458423542.
UPC: 884088642037.
6.75x10.5
inches.
Text: in
Latin compiled from the
charter of the
University, and from
older orations in praise
of Basle by Bernhard
Wyss.
Publisher:
Boosey &
Hawkes
Difficulty
level: 4 (for
chorus)
Britten's
genius lifts this work
above being just a worthy
celebration of the 500th
anniversary of the
foundation of Basle
University. It is
tongue-in-cheek and
mockingly non-academic
while referring all the
time to academic musical
forms and formulae. It is
written in two parts
(everything is in the
statutory Latin including
the titles of the parts -
Pars I and Pars II). The
titles of the movements
show Britten's intention
to show off a wide
variety of techniques.
Here are some examples:
Chorale/Alla Rovescio
(the theme is given and
responded to with the
same melody upside
down)/Recitativo/Tema
seriale con fuga/Canone
ed ostinato. There is a
good deal of humour
here.
There are
seven movements in Pars I
and six in Pars II. The
tenor soloist is given
three florid recitatives,
accompanied only by a
piano, which act as
bridges between other
orchestrally accompanied
movements. Of these the
most noteworthy are the
Arioso con canto popolare
for soprano solo with
tenors and basses who hum
a student song; another
terrific Britten scherzo;
and a wonderfully raucous
final pair of movements
(Canon ed ostinato and
Corale con canto) where
Britten seems to be aping
the Vivat Regina! cries
in Parry's I was glad or
encouraging the kind of
noisy 'I'm from the best
university' kind of
student touchline shout.
This has outrageously
high notes for the tenors
(top B) which further
endorse this feeling.
There are real echoes of
the Spring Symphony (see
separate entry) final
movement here which are
further underlined by the
last section of the
Cantata which brings in
the bells, piano, huge
percussion and the
inevitable chorale in
which the choir sings
'that a free academy may
thrive in a free
community, for ever the
ornament and treasure of
illustrious
Basle'.
This may
not be Britten at his
most soul-searching but,
as always, there is
plenty here to enjoy,
especially if the work is
not taken too seriously.
It is a celebratory,
occasional piece and it
could be well taken up by
other academic
establishments
celebrating big
anniversaries. The chorus
parts are not very
difficult, though they do
present challenges for
the choir - not least in
having tenors capable of
those very high notes at
the end. The Tema seriale
con fuga is sinewy and
needs careful tuning. It
also has the subject
regularly given upside
down after its initial
sounding by the basses.
All good
fun.
Bass Flute, Electronics, Scene SKU: CA.1631000 (georgiques I), fur bas...(+)
Bass Flute, Electronics,
Scene
SKU:
CA.1631000
(georgiques I), fur
bass flute and live
electronics. Composed
by Walter Feldmann. This
edition: Paperbound.
(r)TELLEMENT FROID QUE-
(GEORGIQUES I). Full
score. Composed 1995-96.
66 pages. Duration 20
minutes. Carus Verlag #CV
16.310/00. Published by
Carus Verlag
(CA.1631000).
ISBN
9790007242800. Language:
all
languages.
1989.
Stay in Aix-en-Provence,
France, doing a language
course. Reading,
discussing and analyzing
Les Georgiques; this
pursuit is going to be
the foundation of the
multiple intellectual and
literary levels of my
composing. 2. THE WOODEN
PLATFORM IS COVERED WITH
FINE WHITE SAND (OR
SALT), THE TWO SHELVES
WITH BLACK CLOTH ... At
the time I work on my
first serious piece,
still a far cry from the
under-standing of writing
music I have today. <<
tellement froid que >>
(georgiques I) for bass
flute, electronics and
scene (1995-96), sections
1-7. << comme si le froid
>> (georgiques II) for
baritone saxophone,
timpani and piano (1998),
sections 18-24. <<
n'etait le froid >>
(georgiques III) for
orchestra (2000-2002),
sections not yet decided.
3. THE INTERPRETER WILL
BE DRESSED IN BLACK AND
WHITE, MAINLY WHITE IF
BLUISH LIGHT IS AT HAND
... The enormously rich
vocabulary and the
accuracy of expression -
in temporal, spatial and
material terms - is
particularly impressive.
To comprehend all of it,
a reading on three
different levels is
called for: a first
reading of one passage,
then the acquisition of
unknown vocabulary;
thirdly a repeated -
knowing - reading, which
points out the utopia of
precise expression: The
text is treated in a
rather problematic (cold:
le froid?) manner: it's
not the semantic content
that is primarily
dominant, but rather the
outward appearance, the
mise en page and the
syntactic structure. 4.
THE INTERPRETER ENTERS
THE STAGE WITH ALL THE
FLUTES (S)HE WILL PLAY
DURING THE CONCERT AND
DEPOSITS THEM - EXCEPT
FOR THE BASS FLUTE - ON
SHELF B; IF (S)HE ONLY
PLAYS THIS PIECE, (S)HE
SHOULD PUT THE PROGRAMME
OF THE CONCERT THERE; IN
ANY CASE THE INSTRUCTIONS
IN BAR 195 MUST BE
FOLLOWED ... In concrete
terms the 10 centimetres
of a line in the minuit
edition correspond to 10
seconds of musical
structure (which is three
times as slow as the
average reading speed).
Only seven years later is
the term / expression
casse ferique changed
into casse ferrique, and
thus its secret is
revealed, which almost
becomes - due to its
unreadability - the key
to the planned musical
cycle. The text is
measured from section to
section (big format: each
section is marked with a
continuous, ,,cold chord
by the bass flute, played
on tape recorder), from
full stop to full stop
(new entry of keynote
material), from comma to
comma (tripling of
continuous resonances)
etc. 5. DURING THE
PERFORMANCE UP TO BAR
195, THE INTERPRETER WILL
TRY - IN A KIND OF
THEATRICAL ADAPTATION -
TO EXPRESS HIS/HER OWN
FEELING OF IRREPRESSIBLY
GROWING FRUSTRATION; FROM
BAR 195 ONWARDS (S)HE
WILL DEFINITELY HAVE PUT
UP WITH THE BASS FLUTE
... Brackets in the text
bring about a reduction
of sound (the
differentiating micro
tones are no longer
used), the syntactical
progression to
subordinate clauses of
the remotest degree has
its immediate effect on
dynamics (degree of
volume). Then: the
perception of a logical
and yet erratic syntax,
vastly progressive layers
of subordinate clauses
and brackets (lowering
tone of voice?), a
polyphony of ,,memoire,
which leads to a
maelstrom of attention, a
tonally centric /
concentrated (main
material?) and
progressive (subordinate
and brackets-material?)
reading, listening and
proceeding. The different
levels are constantly in
touch - transferring the
sensuous moment of scenes
of bodily encounter
(Tryptique) that are
evoked again and again -
in perpetual excitement
of text and imagination,
memory and remembering
sensitivity. 6. THE BODY
MOVEMENTS AND FIXATION
(FIGE) , BOTH CLEARLY
PERCEPTIBLE, WILL EVOKE
AND SUPPORT THE SAME
EMOTIONS ... The basic
moods of the text will be
reflected in the
relationship (which is
very important here) of
the interpreter to the
music; (s)he is somehow
at the mercy of given
(and not always
transparent) structures
on the one hand and the
complexity of musical
sensations on the other,
which has to be defeated
inspite of exhaustion.
It's not only here that
semantic agreement
(besides the
materialistic structure)
of music and text can be
felt: On top of that
there's the existential
helplessness in view of
the mercilessly flowing
polyphony of levels and
events -- as a mirror of
this there are the
remembered scenes of the
Flemish cold in the
second chapter (Les
Georgiques). The
interpreters are
confronted with unusual
directions which
correspond to the
adjectives in the
respective passages of
the text: anachronique,
engourdi, glace et acre,
monotone et desert etc.
The possibilities of
interpretation are
amplified, the ability to
perceive and personal
reaction is opened. The
impression of this
inexorability is
multiplied in the
extremest way by the fact
that the particular
layers can be found in
Simon's complete works.
It's a continuous work of
art in which each novel
turns into a chapter of a
complex, cyclic whole;
its title denoting only
one main strand, as it
were. A personal comment
is made also as regards
the clearly defined
stage; the mise en scene
points out the
extra-musical elements
and the correlation
between text, human being
and music. 7. THE
INTERPRETER IS ASKED TO
MOVE FREELY WITHIN A
DEFINED SPOT WITHOUT
LOOKING ARTIFICIAL;
SOUNDS CAUSED BY THE FEET
MOVING ON THE SAND ARE
WELCOME DURING THE WHOLE
PIECE ... And here the
idea of a cycle is born,
an attempt to transfer
these nuances of
memorized structures,
this clarity and
coldness, to transform
the text into musical
material. Walter
Feldmann.
(100 Hit Songs Excerpted for Successful Auditions Men's Edition Voice and Piano)...(+)
(100 Hit Songs Excerpted
for Successful Auditions
Men's Edition Voice and
Piano). By Various.
Edited by Michael
Dansicker. Vocal
Collection. 184 pages.
Published by Hal
Ross Roy Fanfare [Conducteur et Parties séparées] - Intermédiaire De Haske Publications
Fanfare Band - Grade 4 SKU: BT.DHP-0971085-020 Composed by Jacob De Haan....(+)
Fanfare Band - Grade 4
SKU:
BT.DHP-0971085-020
Composed by Jacob De
Haan. Inspiration Series.
Festive and Solemn Music.
Set (Score & Parts).
Composed 1997. De Haske
Publications #DHP
0971085-020. Published by
De Haske Publications
(BT.DHP-0971085-020).
Jacob de Haan
was commissioned to
compose this concert
piece by the St. Peters
Wind Symphony from
Brisbane, Australia. Ross
Roy is the monumental
late 19th century villa
where St. Peters Lutheran
College was founded in
1945. The villa has
always remained the
school symbol. In this
composition, Jacob de
Haan sees the Ross Roy as
a metaphor for the years
spent at school (a
monument in time), where
one's personality is
formed. So, the opening
theme the artist calls
the Ross Roy theme
initially has monumental
characteristics.The
rhythmic motion, which
strides along in the
lower register and
percussion at the
beginning of the next
section is typical of
Tempo di Marcia.
Thismovement, accompanied
by repetitions of sound,
is a metaphor for the
structure and discipline
in school. This is the
introduction to a march
theme, symbolic of
passing through the
classes up to the final
examinations.Then, the
Ross Roy theme is dealt
with again, now in a
playful, humorous
variation. As if the
composer is saying there
should also be time for a
smile in school. The same
theme can be heard in
major key and a slower
tempo in the following
section, expressing pride
and self-confidence. This
is also the introduction
to the expressive middle
section that represents
love, friendship and
understanding.We then
return to the march theme
in a slightly altered
construction. The
oriental sounds,
constituting the
modulation to the final
theme, are symbols of the
diversity of cultures in
the school. The
characteristic final
theme first sounds
solemn, but turns into a
festive apotheosis. It is
no coincidence that the
final cadence is
reminiscent of the close
to a traditional
overture, for the school
years can be considered
the overture to the rest
of one's life. The
premiere of Ross Roy was
conducted by Jacob de
Haan in Brisbane, on
August 22, 1997.
Ross Roy
is de naam van de
monumentale villa in
Brisbane (Australië)
waar in 1945 het St.
Peters Lutheran College
is gesticht. In opdracht
van het collegeorkest
componeerde Jacob de Haan
dit gevarieerde
concertwerk vol
metaforen. De structuur
en discipline van de
school horen we in de met
toonherhaling gepaard
gaande ritmische beweging
in basregister en
slagwerk. Het volgende,
martiale thema staat
symbool voor het
doorlopen van de klassen.
Een schertsende,
humoristische versie van
het hoofdthema ontbreekt
niet: op school moet
immers ook tijd zijn voor
vrolijkheid. Het
karakteristieke slotthema
mondt uit in een
feestelijke apotheose.
Ross Roy
ist der Name einer
monumentalen Villa in
Brisbane, Australien, in
der 1945 das St. Peter
Lutheran College
gegründet wurde. Im
Auftrag dieses
Schulorchesters
komponierte Jacob de Haan
dieses Konzertwerk, das
voll von Metaphern ist.
Die Struktur und
Disziplin dieser Schule
hören wir in der mit
Tonwiederholungen
gepaarten rhythmischen
Bewegung des
Bassregisters und des
Schlagwerks. Das folgende
martialische Thema steht
als Symbol für das
Durchlaufen der Klassen
bis zum Ende der
Schulzeit. Eine
scherzhafte,
humoristische Version des
Hauptthemas darf nicht
fehlen, denn in der
Schule muss auch Zeit
für kleine Späße
und Lachen sein! Das
charakteristische
Schlussthemamündet in
einem festlichen
Höhepunkt.
Ross Roy Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire De Haske Publications
Concert Band/Harmonie - Grade 4 SKU: BT.DHP-0971085-010 Composed by Jacob...(+)
Concert Band/Harmonie -
Grade 4
SKU:
BT.DHP-0971085-010
Composed by Jacob De
Haan. Inspiration Series.
Festive and Solemn Music.
Set (Score & Parts).
Composed 1997. De Haske
Publications #DHP
0971085-010. Published by
De Haske Publications
(BT.DHP-0971085-010).
Jacob de Haan
was commissioned to
compose this concert
piece by the St. Peters
Wind Symphony from
Brisbane, Australia. Ross
Roy is the monumental
late 19th century villa
where St. Peters Lutheran
College was founded in
1945. The villa has
always remained the
school symbol. In this
composition, Jacob de
Haan sees the Ross Roy as
a metaphor for the years
spent at school (a
monument in time), where
one's personality is
formed. So, the opening
theme the artist calls
the Ross Roy theme
initially has monumental
characteristics.The
rhythmic motion, which
strides along in the
lower register and
percussion at the
beginning of the next
section is typical of
Tempo di Marcia.
Thismovement, accompanied
by repetitions of sound,
is a metaphor for the
structure and discipline
in school. This is the
introduction to a march
theme, symbolic of
passing through the
classes up to the final
examinations.Then, the
Ross Roy theme is dealt
with again, now in a
playful, humorous
variation. As if the
composer is saying there
should also be time for a
smile in school. The same
theme can be heard in
major key and a slower
tempo in the following
section, expressing pride
and self-confidence. This
is also the introduction
to the expressive middle
section that represents
love, friendship and
understanding.We then
return to the march theme
in a slightly altered
construction. The
oriental sounds,
constituting the
modulation to the final
theme, are symbols of the
diversity of cultures in
the school. The
characteristic final
theme first sounds
solemn, but turns into a
festive apotheosis. It is
no coincidence that the
final cadence is
reminiscent of the close
to a traditional
overture, for the school
years can be considered
the overture to the rest
of one's life. The
premiere of Ross Roy was
conducted by Jacob de
Haan in Brisbane, on
August 22, 1997.
Ross Roy is de
naam van de monumentale
villa in Brisbane
(Australië) waar in
1945 het St. Peters
Lutheran College is
gesticht. In opdracht van
het collegeorkest
componeerde Jacob de Haan
dit gevarieerde
concertwerk vol
metaforen.De structuur en
discipline van de school
horen we in de met
toonherhaling gepaard
gaande ritmische beweging
in basregister en
slagwerk. Het volgende,
martiale thema staat
symbool voor het
doorlopen van de klassen.
Een
schertsende,humoristische
versie van het hoofdthema
ontbreekt niet: op school
moet immers ook tijd zijn
voor vrolijkheid. Het
karakteristieke slotthema
mondt uit in een
feestelijke
apotheose.
Ross
Roy ist der Name
einer monumentalen Villa
in Brisbane, Australien,
in der 1945 das St. Peter
Lutheran College
gegründet wurde. Im
Auftrag dieses
Schulorchesters
komponierte Jacob de Haan
dieses Konzertwerk, das
voll von Metaphern ist.
Die Struktur und
Disziplin dieser Schule
hören wir in der mit
Tonwiederholungen
gepaarten rhythmischen
Bewegung des
Bassregisters und des
Schlagwerks. Das folgende
martialische Thema steht
als Symbol für das
Durchlaufen der Klassen
bis zum Ende der
Schulzeit. Eine
scherzhafte,
humoristische Version des
Hauptthemas darf nicht
fehlen, denn in der
Schule muss auch Zeit
für kleine Späße
und Lachen sein! Das
charakteristische
Schlussthemamündet in
einem festlichen
Höhepunkt.
Commissionato
dalla St. Peter’s
Wind Symphony Orchestra
di Brisbane, è
dedicato alla monumentale
villa tardo-ottocentesca
dove il collegio
dell’orchestra ha
avuto la sua storica
sede. Metafora degli anni
della formazione, è
caratterizzato da un
finale in stile
ouverture, come se gli
anni della scuola
rappresentassero una
sorta di ouverture al
resto della vita.
Ross Roy Fanfare [Conducteur] - Intermédiaire De Haske Publications
Fanfare Band - Grade 4 SKU: BT.DHP-0971085-120 Composed by Jacob De Haan....(+)
Fanfare Band - Grade 4
SKU:
BT.DHP-0971085-120
Composed by Jacob De
Haan. Inspiration Series.
Concert Piece. Score
Only. Composed 1997. De
Haske Publications #DHP
0971085-120. Published by
De Haske Publications
(BT.DHP-0971085-120).
Jacob de Haan
was commissioned to
compose this concert
piece by the St. Peters
Wind Symphony from
Brisbane, Australia. Ross
Roy is the monumental
late 19th century villa
where St. Peters Lutheran
College was founded in
1945. The villa has
always remained the
school symbol. In this
composition, Jacob de
Haan sees the Ross Roy as
a metaphor for the years
spent at school (a
monument in time), where
one's personality is
formed. So, the opening
theme the artist calls
the Ross Roy theme
initially has monumental
characteristics.The
rhythmic motion, which
strides along in the
lower register and
percussion at the
beginning of the next
section is typical of
Tempo di Marcia.
Thismovement, accompanied
by repetitions of sound,
is a metaphor for the
structure and discipline
in school. This is the
introduction to a march
theme, symbolic of
passing through the
classes up to the final
examinations.Then, the
Ross Roy theme is dealt
with again, now in a
playful, humorous
variation. As if the
composer is saying there
should also be time for a
smile in school. The same
theme can be heard in
major key and a slower
tempo in the following
section, expressing pride
and self-confidence. This
is also the introduction
to the expressive middle
section that represents
love, friendship and
understanding.We then
return to the march theme
in a slightly altered
construction. The
oriental sounds,
constituting the
modulation to the final
theme, are symbols of the
diversity of cultures in
the school. The
characteristic final
theme first sounds
solemn, but turns into a
festive apotheosis. It is
no coincidence that the
final cadence is
reminiscent of the close
to a traditional
overture, for the school
years can be considered
the overture to the rest
of one's life. The
premiere of Ross Roy was
conducted by Jacob de
Haan in Brisbane, on
August 22, 1997.
Ross Roy
is de naam van de
monumentale villa in
Brisbane (Australië)
waar in 1945 het St.
Peters Lutheran College
is gesticht. In opdracht
van het collegeorkest
componeerde Jacob de Haan
dit gevarieerde
concertwerk vol
metaforen. De structuur
en discipline van de
school horen we in de met
toonherhaling gepaard
gaande ritmische beweging
in basregister en
slagwerk. Het volgende,
martiale thema staat
symbool voor het
doorlopen van de klassen.
Een schertsende,
humoristische versie van
het hoofdthema ontbreekt
niet: op school moet
immers ook tijd zijn voor
vrolijkheid. Het
karakteristieke slotthema
mondt uit in een
feestelijke apotheose.
Ross Roy
ist der Name einer
monumentalen Villa in
Brisbane, Australien, in
der 1945 das St. Peter
Lutheran College
gegründet wurde. Im
Auftrag dieses
Schulorchesters
komponierte Jacob de Haan
dieses Konzertwerk, das
voll von Metaphern ist.
Die Struktur und
Disziplin dieser Schule
hören wir in der mit
Tonwiederholungen
gepaarten rhythmischen
Bewegung des
Bassregisters und des
Schlagwerks. Das folgende
martialische Thema steht
als Symbol für das
Durchlaufen der Klassen
bis zum Ende der
Schulzeit. Eine
scherzhafte,
humoristische Version des
Hauptthemas darf nicht
fehlen, denn in der
Schule muss auch Zeit
für kleine Späße
und Lachen sein! Das
charakteristische
Schlussthemamündet in
einem festlichen
Höhepunkt.
Elephant Orchestre d'harmonie [Conducteur] - Débutant Carl Fischer
Band concert band - Grade 1 SKU: CF.BPS127F Composed by Peter Sciaino. Sw...(+)
Band concert band - Grade
1
SKU: CF.BPS127F
Composed by Peter
Sciaino. Sws. Bps. Full
score. 12 pages. Duration
2 minutes, 39 seconds.
Carl Fischer Music
#BPS127F. Published by
Carl Fischer Music
(CF.BPS127F).
ISBN
9781491156216. UPC:
680160914753. 9 x 12
inches.
Program
Notes Elephant is,
of course, inspired by
the incredible mammals of
the same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however, it's
their trumpeting that
makes them stand out as
the instrumentalists of
the animal kingdom! In
this selection, an
elephant's slow gate and
general demeanor are
represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young percussionists.
At m. 33 the
trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or lunch-bag
mutes, over their bells
(in their bells for horn
players). For the trumpet
players, the mutes can be
enhanced with an
additional balled-up
piece of paper placed at
the bottom of the bag
prior to slipping it over
the bell. Horns should
ball up the bag itself
and experiment with
placement to create the
most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age. Note to the
Conductor This piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece. Younger students
will likely need a
reasonable amount of
practice in successfully
using the lunch-bag
mutes. Allowing
additional rehearsal time
for this is
recommended. Program
Notes Elephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however,
it’s their
trumpeting that makes
them stand out as the
instrumentalists of the
animal kingdom! In this
selection, an
elephant’s slow
gate and general demeanor
are represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young
percussionists. At m.
33 the trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or
“lunch-bag
mutes,†over their
bells (in their bells for
horn players). For the
trumpet players, the
mutes can be enhanced
with an additional
balled-up piece of paper
placed at the bottom of
the bag prior to slipping
it over the bell. Horns
should ball up the bag
itself and experiment
with placement to create
the most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age.Note to the
ConductorThis piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece.Younger students
will likely need a
reasonable amount of
practice in successfully
using the
“lunch-bag
mutes.†Allowing
additional rehearsal time
for this is
recommended.
Know Before You Blow - Jazz Modes for Clarinet with CD composed by Chris Tedesco...(+)
Know Before You Blow -
Jazz Modes for Clarinet
with CD composed by Chris
Tedesco. For bb clarinet.
This edition: Paperback.
Instructional. Jazz
Method. Book and CD. Text
Language: English. 32
pages. Published by
Santorella Publications
Know Before You Blow - Jazz Modes for Tenor Sax with CD composed by Chris Tedesc...(+)
Know Before You Blow -
Jazz Modes for Tenor Sax
with CD composed by Chris
Tedesco. For tenor sax.
This edition: Paperback.
Instructional. Jazz
Method. Book and CD. Text
Language: English. 32
pages. Published by
Santorella Publications
Know Before You Blow - Jazz Modes for Flute with CD composed by Chris Tedesco. F...(+)
Know Before You Blow -
Jazz Modes for Flute with
CD composed by Chris
Tedesco. For flute. This
edition: Paperback.
Instructional. Jazz
Method. Book and CD. Text
Language: English. 32
pages. Published by
Santorella Publications