For voice and C instrument. Format: fakebook. With vocal melody, lyrics and chord names. Folk. Series: Hal Leonard Fake Books. 536 pages. 9.6x12 inches. Published by Hal Leonard.

32 Quartets That Can Be Played by Any Combination of String Instruments. Composed by Bernard De La Monnoye, Christopf Von Gluck, etc., J. Spilman, Spiritual American, Willy Geisler, Stephen Foster (1826-1864), Edvard Grieg (1843-1907), Engelbert Humperdinck (1854-1921), French carol, Traditional, English Folk Song, American Folk Hymn, Henry Carey, and Catalonian Carol. Arranged by Doris Gazda. SWS. Back To School. Book. With Standard notation. Carl Fischer Music #BF72. Published by Carl Fischer Music

Guitar - Intermediate

SKU: MB.WBM75M

Saddle-stitched. Folk. Book and online audio. Mel Bay Publications, Inc #WBM75M. Published by Mel Bay Publications, Inc (MB.WBM75M).

ISBN 9781737795353. 8.75X11.75 inches.

This is a collection of 86 guitar solos in notation only from William Bayâ??s books, Solo Guitar in Worship, Communion, Psalms, Timeless Gospel Melodies and Spirituals. The solos work well as preludes, offertories, communion hymns, recessionals or they can be played for enjoyment.  All 86 solos have been recorded and are available as online downloads with this book.

Progressive Etudes for Study and Performance. Edited by Alan Raph. Arranged by Alan Raph. Contemporary. Score and part(s). With Standard notation. 32 pages. Carl Fischer #WF00203. Published by Carl Fischer (CF.WF203).

By Brian Bonsor. For Descant Recorder. Book; Recorder Collection. Faber Edition. Elementary. Published by Faber Music

By George Gershwin and Ira Gershwin. Arranged by Dave Wolpe. Music and lyrics by George Gershwin and Ira Gershwin / arr. Dave Wolpe. For Jazz Ensemble. Jazz Ensemble. Conductor Score. 20 pages. Published by Alfred Publishing.

By Jean-Philippe Rameau (1683-1764). Edited by Jean-Paul C. Montagnier; Sylvie Bouissou. For Low Voice, High Voice, Alto Solo, Violin 1 (Flute), Violin 2, Basso Continuo/ Bass Viola Da Gamba. Opera Omnia OOR III.1. Score; Set of Parts (paperbound). Published by Baerenreiter Verlag

Flute - easy

SKU: BT.DHP-1185911-404

Flute. Arranged by Markus Schenk. Look, Listen and Learn. TV-Film-Musical-Show. Book with Online Audio. Composed 2018. 33 pages. De Haske Publications #DHP 1185911-404. Published by De Haske Publications (BT.DHP-1185911-404).

ISBN 9789043154710. English.

Look, Listen and Learn has set the standard for contemporary brass and woodwind teaching. These exciting method book/CD packs for beginners engage students and develop their understanding of music and their instrument through songs, puzzles, games and lots of fun pieces to play. Three progressive method books form the basis of the series, enhanced by several corresponding supplementary volumes.

Some of the most beautiful melodies from the world of music theatre over the last several decades are collected together in Play Musicals. They have been arranged in increasing order of difficulty in such a way that they can be used in conjunction with all three volumes ofLook, Listen and Learn. Students can also play along to the provided accompaniment tracks which are available to download or stream.

Clarinet - easy

SKU: BT.DHP-1185913-404

Clarinet. Arranged by Markus Schenk. Look, Listen and Learn. TV-Film-Musical-Show. Book with Online Audio. Composed 2018. 36 pages. De Haske Publications #DHP 1185913-404. Published by De Haske Publications (BT.DHP-1185913-404).

ISBN 9789043154734. English.

Look, Listen & Learn has set the standard for contemporary brass and woodwind teaching. These exciting method book/CD packs for beginners engage students and develop their understanding of music and their instrument through songs, puzzles, games and lots of fun pieces to play. Three progressive method books form the basis of the series, enhanced by several corresponding supplementary volumes.

Some of the most beautiful melodies from the world of music theatre over the last several decades are collected together in Play Musicals. They have been arranged in increasing order of difficulty in such a way that they can be used in conjunction with all three volumes ofLook, Listen & Learn. Students can also play along to the provided accompaniment tracks which are available to download or stream.

Alto Saxophone - easy

SKU: BT.DHP-1185914-404

Alto Saxophone. Arranged by Markus Schenk. Look, Listen and Learn. TV-Film-Musical-Show. Book with Online Audio. Composed 2018. 36 pages. De Haske Publications #DHP 1185914-404. Published by De Haske Publications (BT.DHP-1185914-404).

ISBN 9789043154741. English.

Look, Listen and Learn has set the standard for contemporary brass and woodwind teaching. These exciting method book/CD packs for beginners engage students and develop their understanding of music and their instrument through songs, puzzles, games and lots of fun pieces to play. Three progressive method books form the basis of the series, enhanced by several corresponding supplementary volumes.

Some of the most beautiful melodies from the world of music theatre over the last several decades are collected together in Play Musicals. They have been arranged in increasing order of difficulty in such a way that they can be used in conjunction with all three volumes ofLook, Listen and Learn. Students can also play along to the provided accompaniment tracks which are available to download or stream.

Bb Trumpet / Flugel Horn / Baritone / Euphonium - easy

SKU: BT.DHP-1185916-404

Bb Trumpet/Cornet/Flugel Horn/Baritone/Euphonium TC. Arranged by Markus Schenk. Look, Listen and Learn. TV-Film-Musical-Show. Book with Online Audio. Composed 2018. 36 pages. De Haske Publications #DHP 1185916-404. Published by De Haske Publications (BT.DHP-1185916-404).

ISBN 9789043154765. English.

Look, Listen & Learn has set the standard for contemporary brass and woodwind teaching. These exciting method book/CD packs for beginners engage students and develop their understanding of music and their instrument through songs, puzzles, games and lots of fun pieces to play. Three progressive method books form the basis of the series, enhanced by several corresponding supplementary volumes.

Some of the most beautiful melodies from the world of music theatre over the last several decades are collected together in Play Musicals. They have been arranged in increasing order of difficulty in such a way that they can be used in conjunction with all three volumes ofLook, Listen & Learn. Students can also play along to the provided accompaniment tracks which are available to download or stream.

Trombone BC - easy

SKU: BT.DHP-1185918-404

C Trombone BC. Arranged by Markus Schenk. Look, Listen and Learn. TV-Film-Musical-Show. Book with Online Audio. Composed 2018. 36 pages. De Haske Publications #DHP 1185918-404. Published by De Haske Publications (BT.DHP-1185918-404).

ISBN 9789043154789. English.

Look, Listen and Learn has set the standard for contemporary brass and woodwind teaching. These exciting method book/CD packs for beginners engage students and develop their understanding of music and their instrument through songs, puzzles, games and lots of fun pieces to play. Three progressive method books form the basis of the series, enhanced by several corresponding supplementary volumes.

Some of the most beautiful melodies from the world of music theatre over the last several decades are collected together in Play Musicals. They have been arranged in increasing order of difficulty in such a way that they can be used in conjunction with all three volumes ofLook, Listen and Learn. Students can also play along to the provided accompaniment tracks which are available to download or stream.

Solo voice and keyboard

SKU: HH.HH604-FSC

Composed by Henry Holcombe. Edited by Michael Talbot. Full score. Edition HH Music Publishers #HH604-FSC. Published by Edition HH Music Publishers (HH.HH604-FSC).

ISBN 9790708213192.

Henr y Holcombe (1690–1756), born in Chester as the son of a silk weaver, became between 1720 and his death one of the leading English composers in small-scale forms, mainly vocal but also instrumental. Most of his vocal compositions are short, strophic songs, but each of his two major song collections – The Garland (1748) and The Musical Medley (1755) – contains a work in several movements describable as a chamber cantata. This volume brings together Holcombe’s four cantatas, which are very attractive melodically and fine examples of a kind of music widely cultivated in English domestic music-making during most of the eighteenth century. They can be performed by voice and keyboard alone, but the option also exists to use a violin and/or a cello in addition.

Orchestra Violin I, Violin II, Violin III (Viola T.C.), Viola, Cello, Bass, Piano - Grade 0.5

SKU: CF.PAS22

Composed by Larry Clark. Primer String Orchestra. Set of Score and Parts. With Standard notation. 8+2+5+5+5+3+8+8 pages. Duration 2 minutes, 53 seconds. Carl Fischer Music #PAS22. Published by Carl Fischer Music (CF.PAS22).

ISBN 9781491151204. UPC: 680160908707. 9 x 12 inches. Key: D major.

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.  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.

Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade 0.5

SKU: CF.PAS22F

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.  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.

By Steven Kapp Perry. Text: Steven Kapp Perry / Brad Wilcox. For Cantata. Published by Jackman Music Corporation.
Level: Medium / Medium-Difficult (accompaniment).

(Featuring: 'S Wonderful / Love Is Here to Stay / They Can't Take That Away from Me / Embraceable You). Composed by George and Ira Gershwin. Arranged by Brent Heisinger. Concert Band. Concert Band; Part(s); Score. Alfred Concert Band. Form: Medley. Love; Masterwork Arrangement; Standard. Grade 4.5. 316 pages. Published by Alfred Music

Composed by George Gershwin (1898-1937) and Ira Gershwin. Arranged by Mark Hayes. Performance Music Ensemble; Single Titles. Alfred Pop Choral Series. Great American Songbook; Jazz; Secular; Standard. Choral Octavo. 12 pages. Alfred Music #00- 48847. Published by Alfred Music

By George Gershwin and Ira Gershwin. Arranged by Kirby Shaw. For Choir. (SATB). Choral Octavo. Standard Library Series. Level: Moderate (grade III). Choral Octavo. 12 pages. Published by Alfred Publishing.

By Ira Gershwin, George Gershwin. Arranged by Dave Wolpe. Music and lyrics by George Gershwin and Ira Gershwin / arr. Dave Wolpe. For Jazz Ensemble. (Vocal Feature). Jazz Ensemble. Jazz Vocal Series. Level: 3.5 (Medium) (grade 3.5). Conductor Score and Parts. 82 pages. Duration 3:04. Published by Alfred Publishing.

By Ira Gershwin, George Gershwin. Arranged by Carl Strommen. For Choir. Choral Octavo. Pop Choral Series. CD. 1 pages. Published by Alfred Publishing.

Arranged by Warren Barker. Arr. Warren Barker. For Opt. E-Flat or B-Flat Solo Instrument. (Vocal Soloist). Concert Band. Pop Symphonic Band. Level: Medium (grade IV). Conductor Score and Parts. 250 pages. Published by Alfred Publishing.

By Ira Gershwin, George Gershwin. Arranged by Mark Hayes. For Choir. (SAB). Choral Octavo. Pop Choral. Choral Octavo. 12 pages. Published by Alfred Publishing.

Arranged by Warren Barker. Arr. Warren Barker. For Concert Band. Concert Band. Pop Symphonic Band. Level: 4 (Medium) (grade 4). Conductor Score. 20 pages. Published by Alfred Publishing.

Choir Secular (Men's Choir)

SKU: AP.48848

Composed by George Gershwin and Ira Gershwin. Arranged by Mark Hayes. Performance Music Ensemble; Single Titles. Alfred Pop Choral Series. Great American Songbook; Jazz; Secular; Standard. Choral Octavo. 12 pages. Alfred Music #00-48848. Published by Alfred Music (AP.48848).

UPC: 038081561721. English.

Now available S.S.A.A. and T.T.B.B. One of the most charming songs from the great era of American popular song. The way you wear your hat, the way you sip your tea . . . no, no, they can't take that away from me. The unhurried swing feel of this arrangement is right on target for the sophisticated Gershwin style. Strong voice writing and supportive piano accompaniment. A classic!

About Alfred Pop Choral Series

The Alfred Pop Series features outstanding arrangements of songs from the popular music genre. These publications provide exciting, contemporary, and educationally-sound arrangements for singers of all ages, from elementary through high school, to college and adult choirs.

By Ira Gershwin, George Gershwin. Arranged by Mark Hayes. For SoundPax. Choral Octavo. Pop Choral. Instrumental Accompaniment. 64 pages. Published by Alfred Publishing.