Arranged and Performed by Jerry Willard. Book and CD(s). Published by Music Sale...(+)
Arranged and Performed by
Jerry Willard. Book and
CD(s). Published by Music
Sales. Since their
introduction, Bach's
Two-Part Inventions have
been an essential
resource for developing
hand independence and
ornamentation technique.
Keyboard players have
enjoyed these etudes for
centuries and for the
first time ever this body
of work is available to
guitarists. Presented in
standard music notation
and tablature with two
specially-designed CDs:
Disc One presents Bach's
Inventions arranged for
two guitars with Guitar
One panned left and
Guitar Two panned right,
and Disc Two presents
each Invention performed
by one guitar at a time
(with a count in). This
provides the player with
the opportunity to play
along with the CD track
or study each part
individually. Bach
Inventions for Guitar
Duet is a must for every
guitarist.
Published by Alfred Publishing. / The music lover who has never even held a guit...(+)
Published by Alfred
Publishing. / The music
lover who has never even
held a guitar will begin
playing easy chords and
songs immediately,
focusing on the most
important basics of the
style, from strumming to
playing melody.
The CD demonstrates the
examples in the book and
provides play-along
opportunities. 48 pages.
Published by Alfred Publishing. (22878) The music lover who has never even hel...(+)
Published by Alfred
Publishing. (22878)
The music lover who has
never even held a guitar
will begin playing easy
chords and songs
immediately, focusing on
the most important basics
of the style, from
strumming to playing
melody.
The CD demonstrates the
examples in the book and
provides play-along
opportunities. 48
pages.
Chamber Music Violin SKU: CF.BF118 29 Duets That Can Be Played by Any ...(+)
Chamber Music Violin
SKU: CF.BF118
29 Duets That Can Be
Played by Any Combination
of String
Instruments. Composed
by Adolphe-Charles Adam,
Chauncey Olcott, Claude
Rouget de Lisle, George
Frideric Handel, Giuseppe
Concone, Giuseppe
Gariboldi, Henri Kling,
Hughie Cannon, Larry
Clark, Richard Shuebruk,
Scottish Folk Song,
Traditional, Wilhelm
Wurm, Wolfgang Amadeus
Mozart, and etc. Arranged
by Doris Gazda Larry
Clark. SWS. Collection.
With Standard notation.
48 pages. Carl Fischer
Music #BF118. Published
by Carl Fischer Music
(CF.BF118).
ISBN
9781491149812. UPC:
680160907311. 9 x 12
inches.
Continuing
on the success of the
popular Compatible
series,Compatible Duets
for Strings, Volume II
contains 29 duets in
avariety of styles
(classical, folk music,
new original pieces)
thatcan be played with
any combination of two
string
instruments.Students can
develop their chamber
ensemble skills
whileplaying with their
friends, no matter what
string instrumentthey
play. Ranging from grade
levels 2–3,
Compatible Duetsfor
Strings, Volume II is
perfect for orchestra
directors to buyfor use
in the classroom, and its
flexibility makes it a
musthavefor any string
player. Having
students play in small
chamber music groups is a
very beneficial exercise
to improvethe
student’s overall
musicianship. The
simplest form of chamber
music is the duet. It is
anopportunity for the
student to play with a
teacher or to play with
another student of
similarabilities. Aspects
of playing such as tone
quality, intonation,
technique and ensemble
skillscan be developed
during the process of
studying duets.These
duets are different in
that they have many
different performance
options since all ofthe
books in this series are
compatible. As former
long time music educators
we alwayshad student that
wanted to come to the
music room during lunch
or after school and
theyjust wanted to play
with their friends. That
was not possible since
there is very little
duetmaterial available
that is compatible with
all of the string
instruments. This book
and thefirst volume in
the series takes care of
that. A student can now
grab their friend no
matterwhat instrument
they play and have hours
of fun playing duets
together. Most
importantthey will learn
something in the
process.The duets have
been generally placed in
the book in order of
difficulty and cover a
rangeof keys that are
appropriate for this
ability level. Special
care was given to making
surethat both of the duet
parts were on a similar
ability level and that
each line was givenan
opportunity to play a
lead role at some point
during the arrangement.
Also, most ofthe musical
markings are attached to
both systems and the
point size of the music
wasconsidered for ease of
reading.It is our hope
that this collection will
help to stimulate and
enhance the musicianship
of theperformers. It was
a pleasure for me to have
the opportunity to put
together this
collection.We hope it is
a useful tool for you for
years to come.
Composed by Larry Clark.
Primer String Orchestra
(PAS). Full score. With
Standard notation. 8
pages. Carl Fischer Music
#PAS22F. Published by
Carl Fischer Music
(CF.PAS22F).
ISBN
9781491151570. UPC:
680160909070. 9 x 12
inches.
Written for
beginning string
students, Larry Clark's
Contemplation?contains
basic compositional
techniques that students
will be able to identify
and learn from. It begins
with a rich, melodic
opening which highlights
students' musicianship.
This is then contrasted
by the frolicking,
uptempo section, which is
a variation on the
original musical
material.
Contemplation:
the action to look
thoughtfully at something
for a long
time.
When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.
This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
Larry
Clark
Lakeland, FL
2018
.
Contemplation:
the action to look
thoughtfully at something
for a long
time.
When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.
This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark
Lakeland, FL
2018
.
Contemplation:
the action to look
thoughtfully at something
for a long
time.
When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.
This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark
Lakeland, FL
2018
.
Contemplation:
the action to look
thoughtfully at something
for a long
time.
When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.
This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
--Larry
Clark
Lakeland, FL
2018
. Conte
mplation: the action to
look thoughtfully at
something for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner. To
me this is the essence of
music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as possible
they should be asked to
put themselves into the
music and make it more
than the notes and
rhythms on the page. This
piece is my attempt to
provide very young
students who are just
beginning their musical
journey with something
they can reach
technically, but have to
stretch for musically.
The notes and rhythms are
limited, but students
should strive for beauty
of tone, good phrasing
and emotional
involvement. After a
short introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of my
pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students. It has
been my pleasure to have
the opportunity to write
this piece. I hope you
and your students enjoy
it and find it useful for
your program. --Larry
Clark Lakeland, FL
2018. Contemplation:
the action to look
thoughtfully at something
for a long time.When
composing music that will
be used with younger
students, I want to
stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner.Â
To me this is the essence
of music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes
and rhythms are limited,
but students should
strive for beauty of
tone, good phrasing and
emotional
involvement.After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.It has been
my pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your
program.—Larry
ClarkLakeland, FL
2018.
Paint Me Chorale 3 parties SSA, Piano Carl Fischer
Choral SSA choir, piano SKU: CF.CM9585 Composed by Debra Morton. Fold. Pe...(+)
Choral SSA choir, piano
SKU: CF.CM9585
Composed by Debra Morton.
Fold. Performance Score.
12 pages. Duration 2
minutes, 59 seconds. Carl
Fischer Music #CM9585.
Published by Carl Fischer
Music (CF.CM9585).
ISBN 9781491154076.
UPC: 680160912575. 6.875
x 10.5 inches. Key: G
major. English.
Original.
Good
friends see the best in
us. They tend to downplay
our faults while
applauding our strengths.
In short, they encourage
us to be the best we can
be, maybe even a little
more. The text of
Paint Me was
born out of the desire to
be that person my best
friend thinks I am. To
Mary Jo, my sister and
best friend. May I really
be that person you see
and love. In setting the
text of Paint Me
to music, I tried to let
the cadence of the words
dictate the rhythm of the
music. Use rubato, word
stress and syllabic
stress to enhance this.
Remember, no two eighth
notes are alike, so dont
be afraid to let the
interior part of a phrase
move along, while
relaxing the beginning
and ending. I would
recommend a straight tone
as opposed to vibrato for
the held notes, since the
accompaniment plays
around with other
harmonies while choral
chords are being held.
Diction is so important
in this song. You have a
great opportunity to
paint the words, as well
as making every idea
understood. Enjoy adding
the color and shading to
make this piece of art
your own. Good friends
see the best in us. They
tend to downplay our
faults while applauding
our strengths. In short,
they encourage us to be
the best we can be, maybe
even a little more. The
text of Paint
MeA was born out of
the desire to be that
person my best friend
thinks I am. To Mary Jo,
my sister and best
friend. May I really be
that person you see and
love. In setting the text
of Paint Me to
music, I tried to let the
cadence of the words
dictate the rhythm of the
music. Use rubato, word
stress and syllabic
stress to enhance this.
Remember, no two eighth
notes are alike, so donat
be afraid to let the
interior part of a phrase
move along, while
relaxing the beginning
and ending. I would
recommend a straight tone
as opposed to vibrato for
the held notes, since the
accompaniment plays
around with other
harmonies while choral
chords are being held.
Diction is so important
in this song. You have a
great opportunity to
apainta the words, as
well as making every idea
understood. Enjoy adding
the color and shading to
make this piece of art
your own. Good friends
see the best in us. They
tend to downplay our
faults while applauding
our strengths. In short,
they encourage us to be
the best we can be, maybe
even a little more. The
text of Paint Me
was born out of the
desire to be that person
my best friend thinks I
am. To Mary Jo, my sister
and best friend. May I
really be that person you
see and love. In setting
the text of Paint
Me to music, I tried
to let the cadence of the
words dictate the rhythm
of the music. Use rubato,
word stress and syllabic
stress to enhance this.
Remember, no two eighth
notes are alike, so don't
be afraid to let the
interior part of a phrase
move along, while
relaxing the beginning
and ending. I would
recommend a straight tone
as opposed to vibrato for
the held notes, since the
accompaniment plays
around with other
harmonies while choral
chords are being held.
Diction is so important
in this song. You have a
great opportunity to
paint the words, as well
as making every idea
understood. Enjoy adding
the color and shading to
make this piece of art
your own. Good friends
see the best in us. They
tend to downplay our
faults while applauding
our strengths. In short,
they encourage us to be
the best we can be, maybe
even a little more. The
text of Paint Me was born
out of the desire to be
that person my best
friend thinks I am. To
Mary Jo, my sister and
best friend. May I really
be that person you see
and love. In setting the
text of Paint Me to
music, I tried to let the
cadence of the words
dictate the rhythm of the
music. Use rubato, word
stress and syllabic
stress to enhance this.
Remember, no two eighth
notes are alike, so don't
be afraid to let the
interior part of a phrase
move along, while
relaxing the beginning
and ending. I would
recommend a straight tone
as opposed to vibrato for
the held notes, since the
accompaniment plays
around with other
harmonies while choral
chords are being held.
Diction is so important
in this song. You have a
great opportunity to
paint the words, as well
as making every idea
understood. Enjoy adding
the color and shading to
make this piece of art
your own. Good friends
see the best in us. They
tend to downplay our
faults while applauding
our strengths. In short,
they encourage us to be
the best we can be, maybe
even a little more. The
text of Paint Me was
born out of the desire to
be that person my best
friend thinks I am.To
Mary Jo, my sister and
best friend. May I really
be that person you see
and love.In setting the
text of Paint Me to
music, I tried to let the
cadence of the words
dictate the rhythm of the
music. Use rubato, word
stress and syllabic
stress to enhance this.
Remember, no two eighth
notes are alike, so
don’t be afraid to
let the interior part of
a phrase move along,
while relaxing the
beginning and ending. I
would recommend a
straight tone as opposed
to vibrato for the held
notes, since the
accompaniment plays
around with other
harmonies while choral
chords are being held.
Diction is so important
in this song. You have a
great opportunity to
“paint†the
words, as well as making
every idea
understood.Enjoy adding
the color and shading to
make this piece of art
your own.
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.
Band concert band - Grade 1 SKU: CF.BPS135 March. Composed by Jose...(+)
Band concert band - Grade
1
SKU: CF.BPS135
March. Composed by
Joseph Compello. Folio.
Bps. Set of Score and
Parts.
8+2+8+2+5+2+2+8+3+6+2+3+1
+1+2+1+12 pages. Duration
1 minute, 56 seconds.
Carl Fischer Music
#BPS135. Published by
Carl Fischer Music
(CF.BPS135).
ISBN
9781491158074. UPC:
680160916672. 9 x 12
inches.
Cuckoo for
Quarter Notes is intended
for first-year band
students. The pun on the
familiar phrase Cuckoo
for Cocoa Puffs will
convey the lighthearted
nature of the music. The
familiar cuckoo bird call
consisting of a
descending third is the
basis for the melodies.
The percussion interludes
are intended to give
young wind players an
opportunity to rest.
These interludes may be
omitted or repeated as
the director sees fit.
Additionally, directors
may wish to add eighth
notes to the percussion
interludes. Eighth notes
have not been included in
order to keep the meaning
of the title intact. At
m. 47 students will have
an excellent opportunity
to begin the study of
dynamics. Thank you for
choosing this
composition. Joseph
Compello. Cuckoo for
Quarter Notes is intended
for first-year band
students. The pun on the
familiar phrase Cuckoo
for Cocoa Puffs will
convey the lighthearted
nature of the music. The
familiar cuckoo bird call
consisting  of a
descending third is the
basis for the melodies.
The percussion interludes
are intended to give
young wind players an
opportunity to rest.
These interludes may be
omitted or repeated as
the director sees fit.
Additionally, directors
may wish to add eighth
notes to the percussion
interludes. Eighth notes
have not been included in
order to keep the meaning
of the title intact. At
m. 47 students will have
an excellent opportunity
to begin the study of
dynamics.Thank you for
choosing this
composition.Joseph
Compello.
(31 Duets That Can Be Played by Any Combination of String Instruments). By Larry...(+)
(31 Duets That Can Be
Played by Any Combination
of String Instruments).
By Larry Clark. Arranged
by Larry Clark. For bass.
Part book (softcover).
Published by Carl Fischer
Christmas Time is
Here. Composed by
Finnish Carol. Arranged
by Daniel Miner. 12
pages. Duration 3
minutes, 20 seconds. Carl
Fischer Music #CM9720.
Published by Carl Fischer
Music (CF.CM9720).
ISBN 9781491160992.
UPC: 680160919598. Key: E
minor. Finnish, English.
Finnish Carol with
additional words by Dan
Miner.
Accompanied
by piano and oboe, this
traditional carol offers
treble choirs an
opportunity to explore
the beauty of traditional
Finnish music. This
arrangement offers each
voice part the
opportunity to lead as
well as harmonize the
melody throughout the
verses. Care should be
taken to ensure the
melody is properly
balanced through the
harmonization in each
verse. Tenutos are marked
throughout to help choirs
discover the simplistic
beauty of this carol.
Marked pitches should be
stressed, but not
accented. To further aid
in the flow of the
melodic line, I suggest a
slight crescendo in each
measure from beat 4 over
the bar-line into beat 1
(as in m. 16-17) unless
otherwise marked. An
English paraphrase is
offered in addition to
the original Finnish text
to make this song
accessible to choirs of
all abilities. It is my
sincere hope that through
this arrangement, choirs
and audiences will fall
in love with this
simplistically beautiful
carol! Finnish
Pronunciation Guide
Finnish is written
phonetically with every
letter sounding. This
includes both vowels in a
diphthong. Consonants
sound as English
consonants. Phonetic
Vowel/IPA Pronunciations
a = ah / [a] e = ey / [e]
i = eeh / [i] o = oh /
[o] u = ooh / [u] j is
pronounced as an English
y y is pronounced as a
German u a is pronounced
as in the English word
that with a mix of eh
sound There is a
recording of the Finnish
pronunciation by the
arranger which can be
found at
www.carlfischer.com/cm972
0 About the arranger
Dan Miner is an
Assistant Choir Director
at Atascocita High School
in the metropolitan area
of Houston, TX and has
taught choral music at
both the junior high and
high school levels in
both Arizona and Texas.
He holds degrees in music
education and piano
performance from Michigan
State University. In
addition to composing,
outside of the classroom
Dan is an active
accompanist for
community, school,
sacred, and TMEA Region
choirs. He also serves as
Organist/Music Associate
at Clear Lake United
Methodist
Church. Accompanied by
piano and oboe, this
traditional carol offers
treble choirs an
opportunity to explore
the beauty of traditional
Finnish music. This
arrangement offers each
voice part the
opportunity to lead as
well as harmonize the
melody throughout the
verses. Care should be
taken to ensure the
melody is properly
balanced through the
harmonization in each
verse.Tenutos are marked
throughout to help choirs
discover the simplistic
beauty of this carol.
Marked pitches should be
stressed, but not
accented. To further aid
in the flow of the
melodic line, I suggest a
slight crescendo in each
measure from beat 4 over
the bar-line into beat 1
(as in m. 16-17) unless
otherwise marked.An
English paraphrase is
offered in addition to
the original Finnish text
to make this song
accessible to choirs of
all abilities.It is my
sincere hope that through
this arrangement, choirs
and audiences will fall
in love with this
simplistically beautiful
carol!Finnish
Pronunciation
GuideFinnish is written
phonetically with every
letter sounding. This
includes both vowels in a
diphthong. Consonants
sound as English
consonants.Phonetic
Vowel/IPA Pronunciationsa
= ah / [a]e = ey / [e]i =
eeh / [i]o = oh / [o]u =
ooh / [u]j is pronounced
as an English yy is
pronounced as a German
üä is pronounced as
in the English word
“that†with a
mix of “ehâ€
soundThere is a recording
of the Finnish
pronunciation by the
arranger which can be
found at
www.carlfischer.com/cm972
0About the
arranger Dan Miner is
an Assistant Choir
Director at Atascocita
High School in the
metropolitan area of
Houston, TX and has
taught choral music at
both the junior high and
high school levels in
both Arizona and Texas.
He holds degrees in music
education and piano
performance from Michigan
State University.In
addition to composing,
outside of the classroom
Dan is an active
accompanist for
community, school,
sacred, and TMEA Region
choirs. He also serves as
Organist/Music Associate
at Clear Lake United
Methodist Church.
Integrity Orchestre à Cordes [Conducteur et Parties séparées] - Débutant Carl Fischer
Orchestra String Orchestra - Grade 1.5-2 SKU: CF.FAS27 Composed by Larry ...(+)
Orchestra String
Orchestra - Grade 1.5-2
SKU: CF.FAS27
Composed by Larry Clark.
Carl Fischer First Plus
String Orchestra Series.
Score and Parts. With
Standard notation.
8+8+5+5+5+2+8 pages. Carl
Fischer Music #FAS27.
Published by Carl Fischer
Music (CF.FAS27).
ISBN
9780825854835. UPC:
798408054830. 8.5 X 11
inches. Key: D
major.
The title
depicts the uplifting
nature of the piece that
inspires young players to
have confidence and
respect while living with
character and integrity.
The music is
characterized by strong
melodic intervals of
fourths and fifths and
dynamic contrasts, a
Larry Clark signature
that has made his music
so popular. In addition,
every player is an
important part of the
music. This is a perfect
showpiece for developing
groups for concerts or
festivals. As a former
teacher I always tried to
use the experience of
playing in an ensemble to
teach students about
being good people first b
having confidence, being
respectful, living with
character and integrity.
I choose to write music
with titles that will
stimulate students to
strive for this high
standard and I have tried
to write pieces that will
somehow musically depict
these values.
Integrity is one
such piece. I hope you
will find the main theme
to be uplifting and with
musical integrity, but
within the reach of
developing students. My
themes usually are
characterized by strong
melodic intervals of
fourths and fifths and
this piece is no
exception. It is also my
goal when writing music
for younger students to
provide every section in
the ensemble a chance to
play important melodic
material at some point in
the piece. In my humble
opinion, if students are
given music they like to
play they will want to
practice it over and over
again. The tempo markings
and bowings indicated are
only there as a guide and
should be adjusted to the
needs of your students.
It has been my pleasure
to have the opportunity
to write this piece. I
hope that you and your
students find it useful
for your program. LARRY
CLARK Lakeland, Florida
2004. As a former
teacher I always tried to
use the experience of
playing in an ensemble to
teach students about
being good people first b
having confidence, being
respectful, living with
character and integrity.
I choose to write music
with titles that will
stimulate students to
strive for this high
standard and I have tried
to write pieces that will
somehow musically depict
these values.A
Integrity is one
such piece. I hope you
will find the main theme
to be uplifting and with
musical integrity, but
within the reach of
developing students. My
themes usually are
characterized by strong
melodic intervals of
fourths and fifths and
this piece is no
exception. It is also my
goal when writing music
for younger students to
provide every section in
the ensemble a chance to
play important melodic
material at some point in
the piece. In my humble
opinion, if students are
given music they like to
play they will want to
practice it over and over
again. The tempo markings
and bowings indicated are
only there as a guide and
should be adjusted to the
needs of your students.
It has been my pleasure
to have the opportunity
to write this piece. I
hope that you and your
students find it useful
for your program. LARRY
CLARK Lakeland, Florida
2004. As a former
teacher I always tried to
use the experience of
playing in an ensemble to
teach students about
being good people first b
having confidence, being
respectful, living with
character and integrity.
I choose to write music
with titles that will
stimulate students to
strive for this high
standard and I have tried
to write pieces that will
somehow musically depict
these values. Integrity
is one such piece. I hope
you will find the main
theme to be uplifting and
with musical integrity,
but within the reach of
developing students. My
themes usually are
characterized by strong
melodic intervals of
fourths and fifths and
this piece is no
exception. It is also my
goal when writing music
for younger students to
provide every section in
the ensemble a chance to
play important melodic
material at some point in
the piece. In my humble
opinion, if students are
given music they like to
play they will want to
practice it over and over
again. The tempo markings
and bowings indicated are
only there as a guide and
should be adjusted to the
needs of your students.
It has been my pleasure
to have the opportunity
to write this piece. I
hope that you and your
students find it useful
for your program. LARRY
CLARK Lakeland, Florida
2004. As a former
teacher I always tried to
use the experience of
playing in an ensemble to
teach students about
being good people first b
having confidence, being
respectful, living with
character and integrity.
I choose to write music
with titles that will
stimulate students to
strive for this high
standard and I have tried
to write pieces that will
somehow musically depict
these
values. Integrity is
one such piece.I hope you
will find the main theme
to be uplifting and with
musical integrity, but
within the reach of
developing students. My
themes usually are
characterized by strong
melodic intervals of
fourths and fifths and
this piece is no
exception. It is also my
goal when writing music
for younger students to
provide every section in
the ensemble a chance to
play important melodic
material at some point in
the piece. In my humble
opinion, if students are
given music they like to
play they will want to
practice it over and over
again.The tempo markings
and bowings indicated are
only there as a guide and
should be adjusted to the
needs of your students.It
has been my pleasure to
have the opportunity to
write this piece. I hope
that you and your
students find it useful
for your program.LARRY
CLARKLakeland, Florida
2004.
(31 Duets That Can Be Played by Any Combination of String Instruments). By Larry...(+)
(31 Duets That Can Be
Played by Any Combination
of String Instruments).
By Larry Clark. Edited by
Doris Gazda. Arranged by
Larry Clark. For viola.
Compatible Duets for
Strings. Part book
(softcover). 48 pages.
Published by Carl Fischer