Concert Band/Harmonie and Piano SKU: BT.BMP8095417 Composed by Leroy Ande...(+)
Concert Band/Harmonie and
Piano
SKU:
BT.BMP8095417
Composed by Leroy
Anderson. Arranged by
Jörg Murschinski.
Score Only. Composed
2008. Beriato Music
#BMP8095417. Published by
Beriato Music
(BT.BMP8095417).
A lot is known
about the American
composer Leroy Anderson.
This son of Swedish
immigrants played the
piano, organ, accordion,
trombone, tuba and double
bass. He spoke several
languages fluently and
graduated from Harvard
with first-class
honours.While on military
service, the army also
commissioned him to write
a manual on Icelandic
grammar.He already
started writing musical
arrangements as a
student, and from his
30th year arranged and
composed for the Boston
Pops Orchestra. Such
melodiesas Serenata, The
Typewriter, Sleigh Ride
and Bugler�s
Holiday made him world
famous. His best-known
work, Blue Tango, reached
number one in the US
charts in 1952, and it
sold more than a million
copies. In 1975, a year
after hisdeath, he was
given a star at the Walk
of Fame in Hollywood.Most
of his works last no
longer than three
minutes, about the
maximum length of a
single at that time. One
work that lasts longer is
his 1953 Piano Concerto
in C for piano and
orchestra.The first
performance was in
Chicago, conducted by the
composer and with Eugene
List at the piano.
However, after three
performances he was no
longer happy with the
work and withdrew it. He
always intended to revise
it, but never got round
to it. Itwas only in 1989
that the Anderson family
decided to republish the
work.This three-part
composition is on the one
hand characterised by a
careless elegance, but on
the other one can hear
the influence of
Rachmaninoff, Copland,
Gershwin, and
evenBeethoven and Mozart,
as well as the Viennese
classics.Anderson used
the sonata form for the
first movement. It ends
with a cadenza that
carries us on into the
second part (in e minor).
The third part is a
typically cheerful
American folk dance in2/4
time, a so-called Hoe
Down, with a lilting,
lyrical passage as its
middle section. At the
end comes a solo passage
followed by a rapid
close.In this piano
concerto, Anderson
combines a rigidly
classical form of
composition with simple
andappealing themes and
elements from light
music. So this work is a
perfect synthesis of
light music and what is
called serious music, in
the same way as
Gershwin�s
Rhapsody in Blue. A work
that can be played
equally well in a
concerthall, at an
open-air concert or even
a pop
concert.
Concert Band/Harmonie and Piano SKU: BT.BMP8091417 Composed by Leroy Ande...(+)
Concert Band/Harmonie and
Piano
SKU:
BT.BMP8091417
Composed by Leroy
Anderson. Arranged by
Jörg Murschinski. Set
(Score & Parts). Composed
2008. Beriato Music
#BMP8091417. Published by
Beriato Music
(BT.BMP8091417).
A lot is known
about the American
composer Leroy Anderson.
This son of Swedish
immigrants played the
piano, organ, accordion,
trombone, tuba and double
bass. He spoke several
languages fluently and
graduated from Harvard
with first-class
honours.While on military
service, the army also
commissioned him to write
a manual on Icelandic
grammar.He already
started writing musical
arrangements as a
student, and from his
30th year arranged and
composed for the Boston
Pops Orchestra. Such
melodiesas Serenata, The
Typewriter, Sleigh Ride
and Bugler�s
Holiday made him world
famous. His best-known
work, Blue Tango, reached
number one in the US
charts in 1952, and it
sold more than a million
copies. In 1975, a year
after hisdeath, he was
given a star at the Walk
of Fame in Hollywood.Most
of his works last no
longer than three
minutes, about the
maximum length of a
single at that time. One
work that lasts longer is
his 1953 Piano Concerto
in C for piano and
orchestra.The first
performance was in
Chicago, conducted by the
composer and with Eugene
List at the piano.
However, after three
performances he was no
longer happy with the
work and withdrew it. He
always intended to revise
it, but never got round
to it. Itwas only in 1989
that the Anderson family
decided to republish the
work.This three-part
composition is on the one
hand characterised by a
careless elegance, but on
the other one can hear
the influence of
Rachmaninoff, Copland,
Gershwin, and
evenBeethoven and Mozart,
as well as the Viennese
classics.Anderson used
the sonata form for the
first movement. It ends
with a cadenza that
carries us on into the
second part (in e minor).
The third part is a
typically cheerful
American folk dance in2/4
time, a so-called Hoe
Down, with a lilting,
lyrical passage as its
middle section. At the
end comes a solo passage
followed by a rapid
close.In this piano
concerto, Anderson
combines a rigidly
classical form of
composition with simple
andappealing themes and
elements from light
music. So this work is a
perfect synthesis of
light music and what is
called serious music, in
the same way as
Gershwin�s
Rhapsody in Blue. A work
that can be played
equally well in a
concerthall, at an
open-air concert or even
a pop
concert.
Composed by John Ireland.
Band Music. Score and
parts. Duration 10:30.
Published by G & M Brand
Music Publishers
(CN.R10004).
A
slow introduction gives
way to the chirpy theme
which is developed,
inverted, and accents
displaced across the bar
line to give a 3/2 feel
against the written
meter. Restlessness leads
to a tranquillo presented
by the flute and
clarinet, weaving a
flowing counterpoint
around the melody until
the original slow
introduction returns. A
triumphant recapitulation
of the main theme brings
this wonderful piece to
an end.
Originally
composed for Brass Band
in 1934 Comedy Overture
is, despite its name, a
serious piece of writing.
The term Overture does
not imply that there is
anything else to follow;
it is used in the 19th
century sense of Concert
Overture (like
Mendelssohn's Fingal's
Cave - in other words, a
miniature Tone Poem). The
1930's was a period of
Ireland's mature writing
- yielding the Piano
Concerto (1930), the
Legend for piano and
orchestra (1933), and the
choral work These Things
Shall Be (1936-1937). We
are fortunate therefore
to have both Comedy
Overture and A Downland
Suite (1932) written for
band medium at this time.
As with Maritime Overture
(written in 1944 for
military band) Ireland
approaches his material
symphonically. The
opening three notes state
immediately the two
seminal intervals of a
semitone and a third.
These are brooding and
dark in Bb minor. It is
these intervals which
make up much of the
thematic content of
Comedy, sometimes
appearing in inverted
form, and sometimes in
major forms as well. The
concept that some musical
intervals are consonant ,
some dissonant, and some
perfect is perhaps useful
in understanding the
nature of the tension and
resolution of this work.
The third is inherently
unstable, and by bar 4,
the interval is expanded
to a fourth - with an
ascending sem-quaver
triplet - and then
expanded to a fifth. The
instability of the third
pushes it towards a
perfect resolution in the
fourth or the fifth. The
slow introduction is
built entirely around
these intervals in Bb
minor and leads through
an oboe cadenza, to an
Allegro moderato
brillante in Bb major.
Once again, the semi-tone
(inverted) and a third
(major) comprise the
main, chirpy,
theme-inspired by a
London bus-conductor's
cry of Piccadilly. (Much
of the material in Comedy
was re-conceived by
Ireland for orchestra and
published two years later
under the title A London
Overture.) The expansion
of the interval of a
third through a fourth,
fifth, sixth, and seventh
now takes place quickly
before our very ears at
the outset of this
quicker section.
Immediately the theme is
developed, inverted, and
accents displaced across
the bar line to give a
3/2 feel against the
written meter. But this
restlessness leads to a
tranquillo built around
an arpeggio figure and
presented by flute and
clarinet. Ireland weaves
his flowing counterpoint
around this melody until
the original slow
introduction returns
leading to a stretto
effect as the rising bass
motifs become more
urgent, requesting a
resolution of the tension
of that original semitone
and minor third. Yet
resolution is withheld at
this point as the music
becomes almost becalmed
in a further, unrelated
tranquillo section marked
pianissimo. It is almost
as if another side of
Ireland's nature is
briefly allowed to shine
through the stern
counterpoint and
disciplined structure.
This leads to virtually a
full recapitulation of
the chirpy brilliante,
with small additional
touches of counterpoint,
followed by the first
tranquillo section-this
time in the tonic of Bb
major. But the
instability of the third
re-asserts itself, this
time demanding a
resolution. And a
triumphant resolution it
receives, for it finally
becomes fully fledged and
reiterates the octave in
a closing vivace. The
opening tension has at
last resolved itself into
the most perfect interval
of all.
Guardians of the Waves Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire Anglo Music
Concert Band/Harmonie - Grade 3.5 SKU: BT.AMP-481-010 Composed by Philip ...(+)
Concert Band/Harmonie -
Grade 3.5
SKU:
BT.AMP-481-010
Composed by Philip
Sparke. Ceremonial
Series. Concert March.
Set (Score & Parts).
Composed 2021. Anglo
Music Press #AMP 481-010.
Published by Anglo Music
Press (BT.AMP-481-010).
English-German-French-
Dutch.
Guardians
of the Waves was
commissioned by the Japan
Coast Guard Band to
celebrate their 30th
anniversary in 2018. They
gave the premiere as part
of a 30th anniversary
concert on November 8th
that year. Set in
traditionalmarch form,
Guardians of the
Waves opens with a
short introduction, which
leads to the main theme,
played initially by the
brass and then repeated
with a florid woodwind
descant. The theme is
extended and morphs into
asecond theme, first
played tutti and then
quietly repeated by
bassoon, tenor sax and
euphonium. This leads to
a conventional
‘bass
strain’, played
twice with varying
accompaniments. A quieter
trio section follows,
delicatelyscored and
featuring the tenor
instruments of the band.
Taken up by the full
band, this leads back to
a recall of the
introduction and a return
to the main two themes,
which lead to a triumphal
close.
Guardian
s of the Waves werd
geschreven in opdracht
van de Japan Coast Guard
Band ter gelegenheid van
het dertigjarig bestaan
van dit orkest, in 2018.
De première vond
plaats tijdens het
jubileumconcert op 8
november van datjaar. Het
werk, dat is gecomponeerd
in een traditionele
marsvorm, begint met een
korte introductie die het
hoofdthema inleidt, dat
aanvankelijk wordt
gespeeld door het koper
en dan wordt herhaald met
een weelderige discant in
hethout. Het thema wordt
voortgezet en gaat over
in een tweede thema,
eerst tutti gespeeld en
rustig herhaald door
fagot, tenorsax en
eufonium. Dit thema voert
ons mee naar een
conventionele baslijn,
die twee keer wordt
gespeeld metvariërende
begeleiding. Daarna volgt
een kalmer triogedeelte,
dat delicaat is getoonzet
en waarin de
tenorinstrumenten van het
orkest ruimschoots aan
bod komen. Het wordt dan
overgenomen door het
complete orkest en brengt
onsterug naar de
inleiding en de twee
hoofdthema’s,
uitmondend in een
triomfantelijk
slot.
Guardians
of the Waves wurde
von der Japan Coast Guard
Band anlässlich ihres
30-jährigen Bestehens
im Jahr 2018 in Auftrag
gegeben. Die
Uraufführung fand am
8. November 2018 im
Rahmen eines
Jubiläumskonzertes
statt.Guardians of the
Waves wurde als
traditioneller Marsch
komponiert und beginnt
mit einer kurzen
Einleitung, die zum
Hauptthema führt.
Dieses wird zunächst
von den Blechbläsern
gespielt und dann von den
Oberstimmen in
denHolzbläsern mit
Verzierungen wiederholt.
Das Thema wird erweitert
und geht in ein zweites
Thema über, das
zunächst vom Tutti
gespielt und dann von
Fagott, Tenorsaxophon und
Euphonium leise
wiederholt wird.
Anschließend
erklingteine
traditionelle Melodie in
den Bassinstrumenten, die
mit unterschiedlicher
Begleitung zweimal
gespielt wird. Es folgt
ein ruhigeres Trio, das
zart besetzt ist und die
Tenorinstrumente des
Blasorchesters
hervorhebt. Dies
wirdschließlich vom
gesamten Blasorchester
aufgegriffen und führt
zu einer Wiederholung der
Einleitung und einer
Rückkehr zu den beiden
Hauptthemen, die in einen
triumphalen Schluss
überleiten.
Concert Band/Harmonie - Grade 3.5 SKU: BT.AMP-481-140 Composed by Philip ...(+)
Concert Band/Harmonie -
Grade 3.5
SKU:
BT.AMP-481-140
Composed by Philip
Sparke. Ceremonial
Series. Concert March.
Score Only. Composed
2021. 32 pages. Anglo
Music Press #AMP 481-140.
Published by Anglo Music
Press (BT.AMP-481-140).
English-German-French-
Dutch.
Guardians
of the Waves was
commissioned by the Japan
Coast Guard Band to
celebrate their 30th
anniversary in 2018. They
gave the premiere as part
of a 30th anniversary
concert on November 8th
that year. Set in
traditionalmarch form,
Guardians of the
Waves opens with a
short introduction, which
leads to the main theme,
played initially by the
brass and then repeated
with a florid woodwind
descant. The theme is
extended and morphs into
asecond theme, first
played tutti and then
quietly repeated by
bassoon, tenor sax and
euphonium. This leads to
a conventional
‘bass
strain’, played
twice with varying
accompaniments. A quieter
trio section follows,
delicatelyscored and
featuring the tenor
instruments of the band.
Taken up by the full
band, this leads back to
a recall of the
introduction and a return
to the main two themes,
which lead to a triumphal
close.
Guardian
s of the Waves werd
geschreven in opdracht
van de Japan Coast Guard
Band ter gelegenheid van
het dertigjarig bestaan
van dit orkest, in 2018.
De première vond
plaats tijdens het
jubileumconcert op 8
november van datjaar. Het
werk, dat is gecomponeerd
in een traditionele
marsvorm, begint met een
korte introductie die het
hoofdthema inleidt, dat
aanvankelijk wordt
gespeeld door het koper
en dan wordt herhaald met
een weelderige discant in
hethout. Het thema wordt
voortgezet en gaat over
in een tweede thema,
eerst tutti gespeeld en
rustig herhaald door
fagot, tenorsax en
eufonium. Dit thema voert
ons mee naar een
conventionele baslijn,
die twee keer wordt
gespeeld metvariërende
begeleiding. Daarna volgt
een kalmer triogedeelte,
dat delicaat is getoonzet
en waarin de
tenorinstrumenten van het
orkest ruimschoots aan
bod komen. Het wordt dan
overgenomen door het
complete orkest en brengt
onsterug naar de
inleiding en de twee
hoofdthema’s,
uitmondend in een
triomfantelijk
slot.
Guardians
of the Waves wurde
von der Japan Coast Guard
Band anlässlich ihres
30-jährigen Bestehens
im Jahr 2018 in Auftrag
gegeben. Die
Uraufführung fand am
8. November 2018 im
Rahmen eines
Jubiläumskonzertes
statt.Guardians of the
Waves wurde als
traditioneller Marsch
komponiert und beginnt
mit einer kurzen
Einleitung, die zum
Hauptthema führt.
Dieses wird zunächst
von den Blechbläsern
gespielt und dann von den
Oberstimmen in
denHolzbläsern mit
Verzierungen wiederholt.
Das Thema wird erweitert
und geht in ein zweites
Thema über, das
zunächst vom Tutti
gespielt und dann von
Fagott, Tenorsaxophon und
Euphonium leise
wiederholt wird.
Anschließend
erklingteine
traditionelle Melodie in
den Bassinstrumenten, die
mit unterschiedlicher
Begleitung zweimal
gespielt wird. Es folgt
ein ruhigeres Trio, das
zart besetzt ist und die
Tenorinstrumente des
Blasorchesters
hervorhebt. Dies
wirdschließlich vom
gesamten Blasorchester
aufgegriffen und führt
zu einer Wiederholung der
Einleitung und einer
Rückkehr zu den beiden
Hauptthemen, die in einen
triumphalen Schluss
überleiten.
Concert Band/Harmonie/Fanfare Band - Grade 4 SKU: BT.DHP-1216336-215 Comp...(+)
Concert
Band/Harmonie/Fanfare
Band - Grade 4
SKU:
BT.DHP-1216336-215
Composed by Peter Kleine
Schaars. Peter's Compact
Collection. Original
Light Music. Score Only.
Composed 2021. 30 pages.
De Haske Publications
#DHP 1216336-215.
Published by De Haske
Publications
(BT.DHP-1216336-215).
English-German-French-
Dutch.
From the
beginning of the Middle
Ages, we have known
performance practices in
which the duration of the
notes can differ from the
actual notation. In some
cases, binary written
melodies were performed
in a ternary way. This
isalso the case in the
present-day shuffle: the
written quavers are
performed in a long-short
system in which the ratio
is 2:1. In other words,
the performance practice
is based on a triplet
feel. In this
composition,
allingredients of the
shuffle are featured: a
vigorous swing rhythm, a
walking bass, the
successions of thirds in
the accompaniment and the
frequent use of triplets.
To make sure that the
binary written rhythms in
the accompanimentsare
performed in the correct
ternary manner, Peter
Kleine Schaars has
notated the melody themes
in triplets as much as
possible. Thus, this
composition is a very
useful exercise for the
swing development of your
ensemble.Additionally,
the work is a treat to
listen to, so your
audience will really
appreciate this up-tempo
big band like
composition. All ternary
rhythmic cells 17 till 24
pass in revue,
furthermore much
attention had been paid
to acorrect performance
of cell 4 in swing feel.
Al vanaf het
begin van de middeleeuwen
kennen we
uitvoeringspraktijken
waarbij de lengte van de
noten anders kan zijn dan
de daadwerkelijke
notatie. Zo werden in
sommige gevallen binair
uitgeschreven
melodieën ternair
uitgevoerd.Dat is ook het
geval bij de hedendaagse
shuffle: de geschreven
achtsten worden
uitgevoerd in een
lang-kortsysteem waarbij
de verhouding 2:1 geldt.
Oftewel de
uitvoeringspraktijk is
gebaseerd op een
triolenfeel. In deze
compositiekomen alle
ingrediënten van de
shuffle aan bod: een
stevig swingritme, een
walking bass, oplopende
tertsenreeksen in de
begeleiding en veelvuldig
gebruik van triolen. Om
ervoor te zorgen dat de
binair genoteerde
ritmieken in
debegeleidingen op de
juiste ternaire wijze
worden uitgevoerd, heeft
Peter Kleine Schaars de
melodiethema’s
zoveel mogelijk
uitgeschreven in triolen.
Hierdoor is deze
compositie een zeer
bruikbare oefening voor
de swingontwikkelingvan
uw ensemble. Daarnaast is
het werk een feest om
naar te luisteren en zal
het publiek deze uptempo
bigbandachtige compositie
zeker waarderen. Alle
ternaire ritmische cellen
17 tot 24 passeren de
revue, daarnaast is er
veelaandacht voor een
juiste uitvoering van cel
4 in swingfeel.
Seit Beginn des
Mittelalters sind uns
Aufführungspraktiken
bekannt, bei denen die
Dauer der Noten von der
tatsächlichen Notation
abweichen kann. In
einigen Fällen wurden
binär geschriebene
Melodien ternär
gespielt. Dies ist
auchbeim modernen Shuffle
der Fall: Die notierten
Achtelnoten werden in
einem
Lang-Kurz-System“
im Verhältnis 2:1
ausgeführt. Mit
anderen Worten, die
Aufführungspraxis
basiert auf einem
Triolengefühl. In
dieser Komposition sind
alleZutaten des Shuffle
enthalten: ein
kräftiger
Swing-Rhythmus, ein
Walking Bass, eine
Abfolge von Terzen in der
Begleitung und die
häufige Verwendung von
Triolen. Um
sicherzustellen, dass die
binär geschriebenen
Rhythmen in
denBegleitungen ternär
ausgeführt werden, hat
Peter Kleine Schaars die
Melodiethemen so weit wie
möglich als Triolen
notiert. Daher eignet
sich diese Komposition
zum Ãœben des Swings.
Darüber hinaus hört
sich das Stück so
schön an,dass Ihr
Publikum von dieser
schnellen
Big-Band-ähnlichen
Komposition begeistert
sein wird. Die
ternären
Rhythmus-Einheiten 17 bis
24 kommen alle vor,
außerdem wurde ein
Schwerpunkt auf die
korrekte Umsetzung der
Rhythmus-Einheit4 im
Swing-Stil
gelegt.
Missa Brevis Orchestre d'harmonie [Conducteur] - Facile De Haske Publications
Concert Band/Harmonie/Fanfare Band/Brass Band and opt. Choir - Grade 2 SKU: B...(+)
Concert
Band/Harmonie/Fanfare
Band/Brass Band and opt.
Choir - Grade 2
SKU:
BT.DHP-1033337-170
Composed by Jacob De
Haan. Musica Sacra. Hymns
and Chorals. Score Only.
Composed 2003. 28 pages.
De Haske Publications
#DHP 1033337-170.
Published by De Haske
Publications
(BT.DHP-1033337-170).
A4 (210X297)
inches.
Missa
Brevis is a major
work for choir and brass
band for performance in
church or in the concert
hall. For this mass,
there are many
performance possibilities
depending on the
musicians available. In
addition to the standard
orchestration ofchoir and
band a brass quartet can
also play the choral
parts. For this it is
desirable for the brass
quartet to be positioned
separately from the rest
of the band (on a
gallery, for example), so
that the idea of two
choirs is heard. It is
alsopossible to perform
the work with brass band
and organ. A truly
flexible religious
masterpiece. Choral parts
available
separately.
In een
uitvoering voor brassband
en koor is het in de
meeste gevallen aan te
bevelen de optie voor
scherp koper weg te
laten. Het koor zingt
zelfstandig, begeleid
door een volledige
brassband. In een
instrumentale uitvoering
kunt u denken aan
eencombinatiekwartet
(twee cornetten en twee
trombones)
brassband.Koorpartijen
apart
verkrijgbaar.
M
issa Brevis, eine
Messe für Brass
Band und Chor ad libitum,
kann in diversen
variablen
Spielstärken
aufgeführt werden.
Zahlreiche
mögliche
Instrumentenkombinationen
diverse mögliche
Kombinationen mit
großen oder
kleineren Chören,
lassen eineVielzahl von
verschiedenen
Aufführungen
dieser Messe zu. So kann
z. B. ein
Blechbläserquartet
t, von der Kirchenempore
herab spielend, die
Chorpartien
übernehmen.
Darüber hinaus
ergeben sich durch die
Orgelbegleitung weitere
Aufführungsvariant
en. EineAufstellung der
Wahlmöglichkeiten
wird vom Komponisten
mitgeliefert. Die
wunderschöne Musik
aus der Feder von Jacob
de Haan garantiert in
jedem Fall einen
gelungenen
Auftritt!Chorstimmen
separat
erhältlich.
By Frank Ticheli. Concert band. Suitable for advanced middle school, high school...(+)
By Frank Ticheli. Concert
band. Suitable for
advanced middle school,
high school, community
and college bands. Level:
Grade 3. Conductor score
and set of parts.
Duration 9:00. Published
by Manhattan Beach Music.
Composed by
Carol Brittin Chambers.
Concert Band (CPS). Set
of Score and Parts. With
Standard notation.
16+4+8+16+16+4+4+4+4+4+4+
8+8+8+4+4+6+6+6+8+2+2+2+6
+12+24+4 pages. Duration
3 minutes, 55 seconds.
Carl Fischer Music
#CPS226. Published by
Carl Fischer Music
(CF.CPS226).
ISBN
9781491152522. UPC:
680160910021.
Inspi
red by the memory of an
influential music
educator, Carol Brittin
Chambers has woven a
multitude of grooves,
colors, and uplifting
themes into To Create a
Voice. Chambers has
attempted to convey
distinct moods and
emotions that this
educator tried to instill
in his students. In honor
of this dynamic teacher,
you will hear Hot
Cross Buns cleverly
placed throughout the
composition. To Create
a Voice was commissioned
by the Valley Concert
Band in Stockton,
California. The piece
premiered in October
2017, in memory and
celebration of Chris
Anderson, a local
musician and
educator.When writing
this piece, I tried to
convey certain moods and
emotions throughout:
soulful at the beginning
with calm woodwind chords
and solo trombone;
increased energy
throughout the various
sections of the piece;
exploration of different
grooves and colors; an
uplifting, emotional
ending that leaves the
listener with a sense of
how positive and loving
Chris was.This piece is
largely inspired by a
specific quote from
Chris:Most people would
consider the sounds
students first make on
their instruments to be
cringe-worthy, but to me
that’s music to my
ears, because
that’s the first
time students put a voice
to their instrument. Over
time those voices become
stronger; they become
clear, more confident,
and get to a point where
they use those voices to
communicate with each
other, and to their
audiences.To relate to
the first notes on the
instrument idea, I used
motifs based on the first
notes most beginners ever
play, do-re-mi, which are
introduced at the
beginning of the piece
with the trombone solo,
Chris’ instrument.
During the section at m.
15, the brass introduce a
chorale that I named
Chris’ Theme while
the woodwinds keep
reminding us of do-re-mi.
Later in the piece (mm.
71 and 79), I use these
notes again, but in
reverse, which becomes a
reference to the first
song most beginners
learn, Hot Cross Buns.
This section is also
meant to portray
Chris’ quirky and
joking side. In mm. 75
and 83, Chris’
Theme presents itself
again a couple of times
in response to Hot Cross
Buns.Toward the end, at
the uplifting moment (m.
97), do-re-mi is heard
again, but this time in
harmony with mi-fa-sol.
This represents the
ultimate satisfaction we
all feel as musicians
when we have finally
progressed enough to play
in harmony with others.
The half-time feeling in
3 at that moment also has
significance, relating
(rhythmically) to those
important three notes
again.I really hope you
enjoy performing and
listening to this piece
as much as I have enjoyed
creating it!
Composed
by Carol Brittin
Chambers. Concert Band
(CPS). Full score. With
Standard notation. 24
pages. Carl Fischer Music
#CPS226F. Published by
Carl Fischer Music
(CF.CPS226F).
ISBN
9781491153208. UPC:
680160910700.
Inspi
red by the memory of an
influential music
educator, Carol Brittin
Chambers has woven a
multitude of grooves,
colors, and uplifting
themes into To Create a
Voice. Chambers has
attempted to convey
distinct moods and
emotions that this
educator tried to instill
in his students. In honor
of this dynamic teacher,
you will hear Hot
Cross Buns cleverly
placed throughout the
composition. To Create
a Voice was commissioned
by the Valley Concert
Band in Stockton,
California. The piece
premiered in October
2017, in memory and
celebration of Chris
Anderson, a local
musician and
educator.When writing
this piece, I tried to
convey certain moods and
emotions throughout:
soulful at the beginning
with calm woodwind chords
and solo trombone;
increased energy
throughout the various
sections of the piece;
exploration of different
grooves and colors; an
uplifting, emotional
ending that leaves the
listener with a sense of
how positive and loving
Chris was.This piece is
largely inspired by a
specific quote from
Chris:Most people would
consider the sounds
students first make on
their instruments to be
cringe-worthy, but to me
that’s music to my
ears, because
that’s the first
time students put a voice
to their instrument. Over
time those voices become
stronger; they become
clear, more confident,
and get to a point where
they use those voices to
communicate with each
other, and to their
audiences.To relate to
the first notes on the
instrument idea, I used
motifs based on the first
notes most beginners ever
play, do-re-mi, which are
introduced at the
beginning of the piece
with the trombone solo,
Chris’ instrument.
During the section at m.
15, the brass introduce a
chorale that I named
Chris’ Theme while
the woodwinds keep
reminding us of do-re-mi.
Later in the piece (mm.
71 and 79), I use these
notes again, but in
reverse, which becomes a
reference to the first
song most beginners
learn, Hot Cross Buns.
This section is also
meant to portray
Chris’ quirky and
joking side. In mm. 75
and 83, Chris’
Theme presents itself
again a couple of times
in response to Hot Cross
Buns.Toward the end, at
the uplifting moment (m.
97), do-re-mi is heard
again, but this time in
harmony with mi-fa-sol.
This represents the
ultimate satisfaction we
all feel as musicians
when we have finally
progressed enough to play
in harmony with others.
The half-time feeling in
3 at that moment also has
significance, relating
(rhythmically) to those
important three notes
again.I really hope you
enjoy performing and
listening to this piece
as much as I have enjoyed
creating it!
For Concert Band.
Composed by Dan Welcher.
Spiral. Contemporary.
Large Full Score. With
Standard notation.
Composed 1994. 76 pages.
Duration 10 minutes.
Theodore Presser Company
#165-00092L. Published by
Theodore Presser Company
(PR.16500092L).
UPC:
680160039531. 11 x 17
inches.
Zion is the
third and final
installment of a series
of works for Wind
Ensemble inspired by
national parks in the
western United States,
collectively called Three
Places in the West. As in
the other two works (The
Yellowstone Fires and
Arches), it is my
intention to convey more
an impression of the
feelings I've had in Zion
National Park in Utah
than an attempt at
pictorial description.
Zion is a place with
unrivalled natural
grandeur, being a sort of
huge box canyon in which
the traveler is
constantly overwhelmed by
towering rock walls on
every side of him -- but
it is also a place with a
human history, having
been inhabited by several
tribes of native
Americans before the
arrival of the Mormon
settlers in the mid-19th
century. By the time the
Mormons reached Utah,
they had been driven all
the way from New York
State through Ohio and,
with tragic losses,
through Missouri. They
saw Utah in general as a
place nobody wanted, but
they were nonetheless
determined to keep it to
themselves. Although Zion
Canyon was never a Mormon
Stronghold, the people
who reached it and
claimed it (and gave it
its present name) had
been through extreme
trials. It is the
religious fervor of these
persecuted people that I
was able to draw upon in
creating Zion as a piece
of music. There are two
quoted hymns in the work:
Zion's Walls (which Aaron
Copland adapted to his
own purposes in both is
Old American Songs and
the opera The Tender
Land) and Zion's
Security, which I found
in the same volume in
which Copland found
Zion's Walls -- that
inexhaustible storehouse
of 19th-century hymnody
called The Sacred Harp.
My work opens with a
three-verse setting of
Zion's Security, a stern
tune in F-sharp minor
which is full of resolve.
(The words of this hymn
are resolute and strong,
rallying the faithful to
be firm, and describing
the city of our God they
hope to establish). This
melody alternates with a
fanfare tune, whose
origins will be revealed
in later music, until the
second half of the piece
begins: a driving
rhythmic ostinato based
on a 3/4-4/4 alternating
meter scheme. This pauses
at its height to restate
Zion's Security one more
time, in a rather obscure
setting surrounded by
freely shifting patterns
in the flutes, clarinets,
and percussion -- until
the sun warms the ground
sufficiently for the
second hymn to appear.
Zion's Walls is set in
7/8, unlike Copland's
9/8-6/8 meters (the
original is quite
strange, and doesn't
really fit any constant
meter), and is introduced
by a warm horn solo. The
two hymns vie for
attention from here to
the end of the piece,
with the glowingly
optimistic Zion's Walls
finally achieving
prominence. The work ends
with a sense of triumph
and unbreakable spirit.
Zion was commissioned in
1994 by the wind
ensembles of the
University of Texas at
Arlington, the University
of Texas at Austin, and
the University of
Oklahoma. It is dedicated
to the memory of Aaron
Copland.
Shenandoah Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire Manhattan Beach Music
By Frank Ticheli. Concert band. Suitable for advanced middle school, high school...(+)
By Frank Ticheli. Concert
band. Suitable for
advanced middle school,
high school, community
and college bands. Level:
Grade 3. Conductor score
and set of parts.
Duration 6:30. Published
by Manhattan Beach Music.
Tre Sentimenti Orchestre d'harmonie [Conducteur] - Intermédiaire/avancé De Haske Publications
Concert Band/Harmonie and Bass Clarinet Solo - Grade 6 SKU: BT.DHP-1053797-14...(+)
Concert Band/Harmonie and
Bass Clarinet Solo -
Grade 6
SKU:
BT.DHP-1053797-140
Three Moods for Bass
Clarinet and Symphonic
Band. Composed by Jan
Van der Roost. Solo
Spectrum. Solo &
Concerto. Score Only.
Composed 2005. 102 pages.
De Haske Publications
#DHP 1053797-140.
Published by De Haske
Publications
(BT.DHP-1053797-140).
340 X 250 inches.
English-German-French-Dut
ch.
At last the
bass clarinet can shine
in this major new solo
work for bass clarinet
and concert band. This
composition begins with a
rather mysterious opening
passage with atmospheric
sounds and effects. The
soloist plays-preferably
backstage- a number of
fragments and melodic
patterns, without
actually starting the
piece. After this
somewhat hesitant
introduction, a lively,
cheerful allegro entitled
Con Giocondita (with joy)
bursts out. It isswarming
with irregular meters,
changing tempos, and
polyrhythm, through which
the listeners (and
sometimes also the
musicians) constantly get
the feeling that they are
being tossed around. The
second movement brings
rest andpeace making
careful use of sound
colours. The upbeat
finale, titled Con
Allegria (with
cheerfulness), is the
most significant movement
for the soloist. This is
a challenging piece of
music that demands great
virtuosity, but withthe
correct performer it will
be a real highpoint in
any concert..
In
een mysterieuze
openingspassage zijn
atmosferische klanken te
horen. Dan barst er een
vrolijk allegro los:
Con Giocondita
(met vreugde). Een
intiemer tweede deel,
Con Tristezza (met
droefheid), brengt rust.
Het orkestspeelt hier een
belangrijke rol en laat
allerlei klankkleuren
horen in de dialoog met
de solist. De onstuimige
finale getiteld Con
Allegria (met
vrolijkheid) vraagt grote
virtuositeit van de
solist, het orkest doet
opnieuwmeer dan alleen
begeleiden. Na een korte
cadens worden de drie
voorafgaande
thema’s in
omgekeerde volgorde
herhaald en een spannend
slot beëindigt dit
contrastrijke
werk.
Freude,
Traurigkeit und
Fröhlichkeit sind die
drei Stimmungen, die Jan
Van der Roost in diesem
Werk für
Bassklarinette und
Blasorchester in ebenso
vielen Sätzen
vertonte. Während die
Freude in einem
rhythmischen,
energiereichen und
lebhaften Allegro zum
Ausdruck kommt, setzt der
zweite, langsamere Satz
lyrische und melodische
Akzente. Das schnelle
Finale ist eine große
Herausforderung an den
Solisten. Auch das
Blasorchester spielt in
diesem musikalisch
erfinderischen Werk eine
weit mehr als begleitende
Rolle.
Tre Sentimenti Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire/avancé De Haske Publications
Concert Band/Harmonie and Bass Clarinet Solo - Grade 6 SKU: BT.DHP-1053797-01...(+)
Concert Band/Harmonie and
Bass Clarinet Solo -
Grade 6
SKU:
BT.DHP-1053797-010
Three Moods for Bass
Clarinet and Symphonic
Band. Composed by Jan
Van der Roost. Solo
Spectrum. Solo &
Concerto. Set (Score &
Parts). Composed 2005. De
Haske Publications #DHP
1053797-010. Published by
De Haske Publications
(BT.DHP-1053797-010).
9x12 inches.
English-German-French-Dut
ch.
At last the
bass clarinet can shine
in this major new solo
work for bass clarinet
and concert band. This
composition begins with a
rather mysterious opening
passage with atmospheric
sounds and effects. The
soloist plays -
preferably backstage - a
number of fragments and
melodic patterns, without
actually
“startingâ€
the piece. After this
somewhat hesitant
introduction, a lively,
cheerful allegro entitled
Con Giocondita (with joy)
bursts out. It is
swarming with irregular
meters, changing tempos,
and polyrhythm, through
which the listeners (and
sometimes also the
musicians) constantly get
the feeling that they are
being tossed around. The
second movement brings
rest andpeace making
careful use of sound
colours. The upbeat
finale, titled Con
Allegria (with
cheerfulness), is the
most significant movement
for the soloist. This is
a challenging piece of
music that demands great
virtuosity, but with the
correct performer it will
be a real highpoint in
any concert..
In
een mysterieuze
openingspassage zijn
atmosferische klanken te
horen. Dan barst er een
vrolijk allegro los:
Con Giocondita
(met vreugde). Een
intiemer tweede deel,
Con Tristezza (met
droefheid), brengt rust.
Het orkestspeelt hier een
belangrijke rol en laat
allerlei klankkleuren
horen in de dialoog met
de solist. De onstuimige
finale getiteld Con
Allegria (met
vrolijkheid) vraagt grote
virtuositeit van de
solist, het orkest doet
opnieuwmeer dan alleen
begeleiden. Na een korte
cadens worden de drie
voorafgaande
thema’s in
omgekeerde volgorde
herhaald en een spannend
slot beëindigt dit
contrastrijke
werk.
Freude,
Traurigkeit und
Fröhlichkeit sind die
drei Stimmungen, die Jan
Van der Roost in diesem
Werk für
Bassklarinette und
Blasorchester in ebenso
vielen Sätzen
vertonte. Während die
Freude in einem
rhythmischen,
energiereichen und
lebhaften Allegro zum
Ausdruck kommt, setzt der
zweite, langsamere Satz
lyrische und melodische
Akzente. Das schnelle
Finale ist eine große
Herausforderung an den
Solisten. Auch das
Blasorchester spielt in
diesem musikalisch
erfinderischen Werk eine
weit mehr als begleitende
Rolle.
By Frank Ticheli. Concert band. Suitable for the most advanced high school bands...(+)
By Frank Ticheli. Concert
band. Suitable for the
most advanced high school
bands, community,
college, university, and
professional bands.
Level: Grade 6. Conductor
Full Score. Duration
21:00. Published by
Manhattan Beach Music.
Royal Coronation Dances Orchestre d'harmonie [Conducteur et Parties séparées] - Facile Manhattan Beach Music
Concert band - Grade 3 SKU: MH.1-59913-054-8 Composed by Bob Margolis. Su...(+)
Concert band - Grade 3
SKU:
MH.1-59913-054-8
Composed by Bob Margolis.
Suitable for advanced
middle school, high
school, community and
college bands. Conductor
score and set of parts.
Duration 4:45. Published
by Manhattan Beach Music
(MH.1-59913-054-8).
ISBN
9781599130545.
Roya
l Coronation Dances is
the first sequel to the
Fanfare Ode & Festival,
both being settings of
dance music originally
arranged by Gervaise in
the mid 16th-century (the
next sequel is The
Renaissance Fair, which
uses music of Susato and
Praetorius). Fanfare Ode
& Festival has been
performed by many tens of
thousands of students,
both in high school and
junior high school. I
have heard that some of
them are amazed that the
music they are playing
was first played and
danced to over 400 years
ago. Some students tend
to think that music
started with Handel and
his Messiah to be
followed by Beethoven and
his Fifth Symphony, with
naught in between or
before of consequence.
Although Royal Coronation
Dances is derived from
the same source as
Fanfare Ode & Festival,
they are treated in
different ways. I
envisioned this new suite
programmatically -- hence
the descriptive movement
titles, which I imagined
to be various dances
actually used at some
long-ago coronation. The
first movement depicts
the guests, both noble
and common, flanked by
flag and banner bearers,
arriving at the palace to
view the majestic event.
They are festive, their
flags swirling the air,
their cloaks brightly
colored. In the second
movement, the queen in
stately measure moves to
take her place on the
throne as leader and
protector of the realm.
In the third movement,
the jesters of the court
entertain the guests with
wild games of sport.
Musically, there are
interesting sonorities to
recreate. Very special
attention should be given
to the tambourine/tenor
drum part in the first
movement. Their lively
rhythms give the movement
its power. Therefore they
should be played as
distinctly and
brilliantly as possible.
The xylophone and
glockenspiel add clarity,
but must not be allowed
to dominate. Observe
especially the differing
dynamics; the intent is
to allow much buzzing
bass to penetrate. The
small drum (starting at
meas. 29) should be
played expressively, with
attention to the notated
articulations, with the
brass light and detached,
especially in a lively
auditorium. It is of some
further interest that the
first dance is extremely
modal. The original is
clearly in G mixolydian
mode (scale:
G-A-B-C-D-E-F-G).
However, other editors
might put in F-sharps in
many places (changing the
piece almost to G major),
in the belief that such
ficta would have been
automatically put in by
the 16th-century
performers as they
played. I doubt it. I
have not only eschewed
these within the work,
but even at the cadences.
So this arrangement is
most distinctly modal
(listen to the F-naturals
in meas. 22 and 23, for
instance), with all the
part-writing as Gervaise
wrote it. In the second
movement, be careful that
things do not become too
glued together. In the
16th century this music
might have been played by
a consort of recorders,
instruments very light of
touch and sensitive to
articulation. Concert
band can easily sound
heavy, and although this
movement has been scored
for tutti band, it must
not sound it. It is
essential, therefore,
that you hear all the
instruments, with none
predominating. Only when
each timbre can be heard
separately and
simultaneously will the
best blend occur, and
consequently the greatest
transparency. So aim for
a transparent, spacious
tutti sound in this
movement. Especially have
the flutes, who do this
so well, articulate
rather sharply, so as to
produce a chiffing sound,
and do not allow the
quarter-notes to become
too tied together in the
entire band. The entrance
of the drums (first
tenor, then bass) are
events and as such should
be audible. Incidentally,
this movement begins in F
Major and ends in D
Minor: They really didn't
care so much about those
things then. The third
movement (one friend has
remarked that it is the
most Margolisian of the
bunch, but actually I am
just getting subtler, I
hope) again relies upon
the percussion (and the
scoring) to make its
points. Xylophone in this
movement is meant to be
distinctly audible.
Therefore, be especially
sure that the xylophone
player is secure in the
part, and also that the
tambourine and toms sound
good. This movement must
fly or it will sink, so
rev up the band and
conduct it in 1 for this
mixolydian jesting. I
suppose the wildly
unrelated keys (clarinets
and then brass at the
end) would be a good
16th-century joke, but to
us, our
put-up-the-chorus-a-half-
step ears readily accept
such shenanigans.
Ensemble instrumentation:
1 Full Score, 1 Piccolo,
4 Flute 1, 4 Flute 2 & 3,
2 Oboe 1 & 2, 2 Bassoon 1
& 2, 1 Eb Clarinet, 4 Bb
Clarinet 1, 4 Bb Clarinet
2, 4 Bb Clarinet 3, 2 Eb
Alto Clarinet, 1 Eb
Contra Alto Clarinet, 3
Bb Bass & Bb Contrabass
Clarinet, 2 Eb Alto
Saxophone 1, 2 Eb Alto
Saxophone 2, 2 Bb Tenor
Saxophone, 2 Eb Baritone
Saxophone, 3 Bb Trumpet
1, 3 Bb Trumpet 2, 3 Bb
Trumpet 3, 4 Horn in F 1
& 2, 2 Trombone 1, 4
Trombone 2 & 3, 3
Euphonium (B.C.), 2
Euphonium (T.C.), 4 Tuba,
1 String Bass, 1 Timpani
(optional), 2 Xylophone &
Glockenspiel, 5
Percussion.
Marchissimo Orchestre d'harmonie - Facile Anglo Music
Concert Band/Harmonie - Grade 3 SKU: BT.AMP-062-010 Composed by Philip Sp...(+)
Concert Band/Harmonie -
Grade 3
SKU:
BT.AMP-062-010
Composed by Philip
Sparke. Ceremonial
Series. Opening Pieces.
Set (Score and Parts).
Composed 2003. Anglo
Music Press #AMP 062-010.
Published by Anglo Music
Press (BT.AMP-062-010).
English-German-French-
Dutch.
Marchissimo
will make a fantastic
opening piece for any
concert. It does however
come with a twist! It can
be played simply as
written, but is really
designed to be
â??stagedâ?? with
players coming on the
concert platform one by
one as they begin to
play. The piece actually
consists of three marches
in one, each of which
highlights a section of
the band. The piece
culminates in a final
climax where all three
march themes are played
simultaneously.
Marchi
ssimo wurde als
Eröffnung eines
Konzerts geschrieben, da
es einem Spieler nach dem
Anderen Gelegenheit gibt,
auf die Bühne zu
treten. Im ersten Satz
treten erst die
Schlaginstrumente,
zusammen mit
Pikkoloflöte,
Bassklarinette, Euphonium
und Tuba auf. Im zweiten
Satz kommen Posaune,
Flöte, Klarinette und
schlieÃ?lich Saxophon
hinzu. Im dritten Satz
komplettieren die
Hörner das
Blasorchester, welches im
fulminanten Schluss die
Themen aller drei
Sätze noch einmal
aufnimmt. Mit
Marchissimo ist
ein wirkungsvoller
Auftritt
garantiert!
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.
Composed by Larry Clark.
Young Band (YPS). Set of
Score and Parts. With
Standard notation.
16+4+8+8+4+4+10+4+4+8+8+8
+12+6+6+2+2+4+10+20+4
pages. Duration 3
minutes, 39 seconds. Carl
Fischer Music #YPS212.
Published by Carl Fischer
Music (CF.YPS212).
ISBN 9781491152317.
UPC: 680160909810. Key: C
minor.
Taking its
title from a poem about
grief and loss by
Chrissie Pinney, Live
On honors the life of
band director Linda Mann,
to whom the piece is
dedicated. The piece
begins with a pensive
intro before shifting to
a whimsical theme that
brings about happy
thoughts of a life
well-lived. After a
return to the poignant
opening material, the
music surges to a
triumphant conclusion
based on an augmented
version of the whimsical
theme. Live On was
commissioned by Diplomat
Middle School's staff,
faculty and students, in
Cape Coral, Florida, and
is dedicated to the
memory of their Director
of Bands, Linda Mann.
Director of Orchestras,
Roland Forti, championed
the commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of
2017. Linda
Mann’s impact on
the field of music
education was profound
and wide-reaching. She
was a beloved member of
the staff at Diplomat
Middle School, as well as
the music community of
Cape Coral and the state
of Florida. Linda was
highly respected
throughout the state,
serving as recent
past-president of the
Florida Bandmasters
Association.In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should
“depict
Linda’s
personality: dynamic,
sassy, yet thoughtful and
almost
mentor-like.†They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved
teacher.After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.Â
That poem is entitled
Live On by Chrissie
Pinney.Live OnNow as I
live onWithout youI hope
to keepThe pieces of
youThat I loved so
dearlyYour mannerismsAnd
compassionate
characterAnd smiles
through struggleSo that
youMay live on
too -Chrissie PinneyI
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann.The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.After
the somber opening, the
piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This
section is followed by a
return of the opening
material, with snippets
of the fast theme
intertwined, before the
piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work.It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live
On.–Larry
ClarkLakeland, FL
2017.
Composed by Larry Clark.
Young Band (YPS). Full
score. With Standard
notation. 20 pages. Carl
Fischer Music #YPS212F.
Published by Carl Fischer
Music (CF.YPS212F).
ISBN 9781491152997.
UPC:
680160910496.
Takin
g its title from a poem
about grief and loss by
Chrissie Pinney, Live
On honors the life of
band director Linda Mann,
to whom the piece is
dedicated. The piece
begins with a pensive
intro before shifting to
a whimsical theme that
brings about happy
thoughts of a life
well-lived. After a
return to the poignant
opening material, the
music surges to a
triumphant conclusion
based on an augmented
version of the whimsical
theme. Live On was
commissioned by Diplomat
Middle School's staff,
faculty and students, in
Cape Coral, Florida, and
is dedicated to the
memory of their Director
of Bands, Linda Mann.
Director of Orchestras,
Roland Forti, championed
the commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of
2017. Linda
Mann’s impact on
the field of music
education was profound
and wide-reaching. She
was a beloved member of
the staff at Diplomat
Middle School, as well as
the music community of
Cape Coral and the state
of Florida. Linda was
highly respected
throughout the state,
serving as recent
past-president of the
Florida Bandmasters
Association.In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should
“depict
Linda’s
personality: dynamic,
sassy, yet thoughtful and
almost
mentor-like.†They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved
teacher.After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.Â
That poem is entitled
Live On by Chrissie
Pinney.Live OnNow as I
live onWithout youI hope
to keepThe pieces of
youThat I loved so
dearlyYour mannerismsAnd
compassionate
characterAnd smiles
through struggleSo that
youMay live on
too -Chrissie PinneyI
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann.The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.After
the somber opening, the
piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This
section is followed by a
return of the opening
material, with snippets
of the fast theme
intertwined, before the
piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work.It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live
On.–Larry
ClarkLakeland, FL
2017.
A Shaker Gift Song Orchestre d'harmonie [Conducteur et Parties séparées] - Facile Manhattan Beach Music
By Frank Ticheli. Concert band. Suitable for middle school and high school bands...(+)
By Frank Ticheli. Concert
band. Suitable for middle
school and high school
bands. Grade 2. Conductor
score and set of parts.
Duration 2:15. Published
by Manhattan Beach Music
Band Concert Band - Grade 2 SKU: CF.YPS105 Warm-Ups and Fundamentals(+)
Band Concert Band - Grade
2
SKU: CF.YPS105
Warm-Ups and
Fundamentals.
Composed by Larry Clark.
Collate - FS SWS - spine:
3/4 or .75. Young
Performance Series. Set
of Score and Parts. With
Standard notation.
16+4+8+8+4+10+4+4+8+8+8+1
2+4+6+2+2+4+2+20 pages.
Duration 2 minutes, 53
seconds. Carl Fischer
Music #YPS105. Published
by Carl Fischer Music
(CF.YPS105).
ISBN
9780825884870. UPC:
798408084875. 9 x 12
inches. Key: Bb
major.
Based on our
popular New Bennett Band
Book series, we have
compiled march-style
warm-ups in a separate
publication so they may
be used by all bands
wishing to learn from
them. These innovative
warm-ups and fundamental
drills are the ultimate
method of teaching and
reinforcing the March
style. How To Use the
March Warm-upsPlaying in
a march style can present
difficulties for young
students. The most
prevalent problem is that
students have a tendency
to play every note too
short. Conversely,
accented notes are
usually played
incorrectly with too much
tongue. Do marches
contain short notes?
Absolutely, but these
shortest of notes should
be reserved for notes
that precede an accent or
notes that are
specifically marked with
a staccato. Think of
unmarked notes as being
separated, but not short
and certainly not clipped
or stopped with the
tongue. Accented notes
should be played with
more weight using air and
more length, and not just
a harder tongue. Accents
are given to show
emphasis to a note and
should be thought of in
this manner.The warm-up
exercises provided in
this collection should
give you many
opportunities to stress
the above-mentioned
comments on march
performance style. The
following gives an
explanation on the
purpose and use of each
of these exercises.No. 1
– Basic Chords and
ModulationsOne of the
challenges of playing
marches with young
students is successfully
performing the key change
at the Trio. This
exercise presents the
three basic chords
(tonic, subdominant and
dominant) in each of the
three keys in this
collection of marches.
You can also use this
exercise to teach and
reinforce the style of
accented notes. You may
want to have your band
play major scales in
succession by fourths to
reinforce the concept of
modulation to the
subdominant that occurs
at the Trio (i.e. the
B≤-major scale,
then the E≤-major
scale, then the
A≤-major scale). I
might suggest getting the
students to try
continuing the pattern
all the way around the
circle of fourths.No. 2
– March Style in
B≤ MajorThis
exercise contains many
opportunities to teach
and reinforce the
difference between
staccato and accented
notes. The melody voices
move up and down the
B≤-major scale,
while other instruments
play chords commonly
found in the marches in
this collection. These
include diminished
chords, secondary
dominant chords (i.e. the
V of the V) and other
common chromatic chords
that Fillmore often
used.No. 3 –
Cakewalk Rhythm in
B≤ MajorThe simple
syncopated rhythm in this
exercise is common to
many marches. This drill
gives you the opportunity
to teach/ reinforce the
standard ar-ticulation
and natural accent of
this rhythmic pattern.
Again, this exercise uses
an ascending and
descending major-scale
pattern as the melodic
basis, accompanied by
chords commonly found in
American- style
marches.No. 4 –
The March Scale in
B≤ MajorI call this
exercise “The March
Scale,†because
often in marches (and
especially in these
marches) the descending
half-step is part of the
melodic material. These
chromatic figures give
the melodies of many
marches their charm and
flow. Thus, I devised
this exercise and others
like it in E≤ major
and A≤ major to
familiarize students with
these patterns. I would
suggest playing the
pattern in a variety of
ways different from what
is written. Here are some
other
possibilities:•
Tongue one, slur
three• Slur two,
tongue two• Tongue
two, slur two•
Tongue one, slur two,
tongue oneGradually
increase the tempo to the
march tempo and the
articulation style will
fall right into
place.Another important
consideration is the
performance of the bass
line and the bass-drum
part. Too often, the bass
drum and bass instruments
play their parts with
equal emphasis on both
beats in the measure.
This is incorrect, and
frequently makes the
marchNo. 5 – March
Style in E≤
MajorThis is a similar to
exercise No. 2, but with
a different rhythmic
pattern. Emphasize the
difference between
accented and unaccented
notes. Also, play the
exercise with line
direction moving the
musical line forward.
Experiment and play the
exercise with different
dynamic choices and with
hairpins up and down in
different ways.No. 6
– More March Style
in E≤ MajorExercise
No. 6 comprises more
rhythmic patterns and
harmonic materials in
E≤ major to teach
and reinforce the march
style. This exercise
em-phasizes the
sixteenth-note rhythm, as
notated in the third
measure of the exercise.
Young stu- dents have a
tendency to
“crush†the
sixteenths; consequently,
they lack clarity. It
would be a good idea to
work this rhythmic figure
on a scale pattern with
all of the instruments in
the band as an additional
warm-up exercise.No. 7
– The March Scale
in E≤ MajorSee the
information for No. 4 and
apply it to this
exercise. Use all of the
various articulations
described above as
well.No. 8 – March
Style in A≤
MajorSee the information
for No. 2 and apply it to
this exercise.No. 9
– Cakewalk Rhythm
in A≤ MajorSee the
information for No. 3 and
apply it to this
exercise.No. 10 –
The March Scale in
A≤ MajorSee the
information for No. 4 and
apply it to this
exercise.Other Ideas for
March PerformanceA
rehearsal practice that
has worked very well for
me is to start out by
having the band play the
march very slowly at
about Å’ = 60 in a
chorale/legato style. The
slow tempo is a fine
opportunity to work on
clarity of harmonic move-
ment and to work on the
balance and blend of the
tutti band sound. This
will pay great dividends
toward improving the
sound of your band.
Gradually increase the
tempo to the march tempo
and the articulation
style will fall right
into place.Another
important consideration
is the performance of the
bass line and the
bass-drum part. Too
often, the bass drum and
bass instruments play
their parts with equal
emphasis on both beats in
the measure. This is
incorrect, and frequently
makes the march.
By Frank Ticheli. Concert band. Suitable for advanced middle school, high school...(+)
By Frank Ticheli. Concert
band. Suitable for
advanced middle school,
high school, community
and college bands. Grade
3. Conductor Full Score.
Duration 9:00
Shlof,
Mayn Kind. Composed
by Larry Clark. Young
Band (YPS). Set of Score
and Parts. With Standard
notation.
8+2+4+4+2+2+5+2+2+4+4+4+6
+3+2+3+1+1+2+6+12 pages.
Duration 4 minutes, 31
seconds. Carl Fischer
Music #YPS208. Published
by Carl Fischer Music
(CF.YPS208).
ISBN
9781491152287. UPC:
680160909780. Key: D
minor.
A stunning
and heart-wrenching
composition based on the
Jewish folk son Shlof,
Mayn Kind. You can
hear the emotional
content pour out of this
piece written in memory
of an outstanding
orchestra director. The
piece beginnings with
original material to set
the tone, followed by
a clarinet solo on the
song. It then develops
through a variety of
different harmonic
presentation before
building to a nice key
change and climatic
moment. The piece ends as
it began, but with a more
hopeful tone. An amazing
piece. Sleep, My Child
was commissioned by the
Madison Middle School
Band and Orchestra in
Tampa, Florida, and is
dedicated to the memory
of their Director of
Orchestras Kevin Frye.
Director of Bands Chris
Shultz championed the
commissioning of this
piece to honor Kevin
after he passed away in
December 2016. Mr. Frye
was a beloved member of
the staff at Madison
Middle as well as the
music community of Tampa
and the state of
Florida. I was a
personal friend of
Kevin’s. We were
in several musical groups
together when we were
young that were formative
to both of our musical
careers. I also guest
conducted his Madison
Middle School Orchestra
several times over the
past four years. His
musicianship, teaching
skills and love for his
students were
exemplary.When taking on
the challenge of writing
a piece to honor
Kevin’s legacy,
Mr. Shultz and I decided
to try and include
several important aspects
of Kevin’s life
into the piece. Kevin was
proudly Jewish, a
fantastic trumpet player
and loved Jazz. With that
in mind, and after a lot
of research, a Jewish
folk song Shlof, Mayn
Kind was selected as the
basis for the piece, not
to be religious, but to
honor his faith and
heritage. Plus it is a
beautiful song, and I
felt the title reflected
the sentiment I was
looking to express, which
is of someone taking rest
after a long battle with
illness. Thus, a lullaby
seemed appropriate.I also
wanted to incorporate
Jazz into the piece, but
in a concert setting, so
you will hear as the
piece develops, the
harmonies of the folk
song expand into ones
found more commonly in
Jazz compositions. Not
in a far out way, but in
a subtle way to again
honor this part of his
life. For example the
climactic moment of the
piece at the fermata in
m. 57 is a Dbmaj9#11
chord. It appropriately
give the piece the angst
that I was looking for at
this moment in the piece,
while honoring the
importance of Jazz in
Kevin’s musical
life.The piece was also
conceived to include both
the Madison band and
orchestra in the
performance at the
premiere. I wanted the
pieces to work separately
by the band and
separately by the
orchestra, but I also
wanted them to be able to
play the piece together
to honor Kevin.The piece
begins with original
material designed to set
the mood of the piece
with a tempo/style
marking of pensive, but
also as material that I
used as connective
musical tissue between
statements of the folk
song. After this
introduction, the folk
song is presented by a
solo violin (or clarinet)
with orchestral
accompaniment in a simple
straight forward
presentation of the song.
This is followed by a
woodwind section
statement of the folk
song accompanied by muted
trumpets. During this
presentation the harmony
starts to expand with
more color notes in the
chords. The low brass are
added half way through
this statement to add
depth and lushness.The
introductory material
returns, but with some
angry hits in the lower
voices. This leads to a
full ensemble state of
new material that is used
to transition to the
climax of the piece, and
to build tension. After
the build, the piece
modulates to a shortened
statement of the folk
song with more advanced
harmonies and an active
counter line in the
violas, horns, saxes and
first clarinets to
further build the
tension. This tension
is released at the
fermata in m. 57, as
mentioned above. After a
thoughtful pause, the
piece concludes with a
completion of the folk
song again with a solo
violin (or clarinet)
followed by a return of
the introductory material
to tie the piece
together. The piece ends
hopeful, with a solo
trumpet (Kevin’s
instrument) that is
dissonant at first, but
then resolves as if to
say - everything will be
OK! It has been my
distinct honor to have
been asked to write this
piece in Kevin’s
memory! I hope that in
some small way the piece
helps to bring comfort to
his family, students,
colleagues and to all
those that knew
him!–Larry
ClarkLakeland, FLÂ
2017.
Composed by
Larry Clark. Concert Band
(CPS). Set of Score and
Parts. With Standard
notation.
12+12+6+12+24+24+6+4+6+6+
6+6+8+8+8+4+4+6+6+6+8+2+1
+6+2+4+10+32+4 pages.
Duration 6 minutes, 9
seconds. Carl Fischer
Music #CPS225. Published
by Carl Fischer Music
(CF.CPS225).
ISBN
9781491152515. UPC:
680160910014.
Tarta
n Tapestries is an
original piece that sets
out to emulate Scottish
folk music. Composer
Larry Clark has created a
concert overture in
triple meter to capture
the essence of music from
Scotland. After a lilting
first section, lush
and beautiful moments
weave a tapestry of
sounds with the lyrical,
middle section of the
piece. There is an
optional part for
bagpipes, and an optional
ending should you chose
to use this instrument as
part of the piece. Alert
your contest music
committee about this
strong new piece for
advancing
groups. Tartan
Tapestries was
commissioned by Friends
of the Arts for the Saint
Andrew's School Band in
Boca Raton,
Florida. The band
program at Saint
Andrew’s School is
under the direction of
Andrea Wolgin. The
premiere took place on
November 29, 2017.When I
was asked by their
conductor Ms. Wolgin to
write a piece for the
Saint Andrew’s
School, I asked her what
kind of involvement she
wanted the students to
have in the process. We
discussed several options
for having the students
involved in the process
of creating with the type
of piece they wanted.Â
We set up a
“Skypeâ€
meeting with members of
the band to discuss the
piece. During this
discussion, the consensus
of the students was that
they wanted a piece
depicting the Scottish
influence to the
school. They also
wanted a piece that would
challenge all sections of
the band and to include
bagpipes if possible. I
asked that the students
be involved in helping to
name the piece once it
was completed, for which
they agreed and were very
helpful. Armed with
this information, I set
out to compose a piece
for them, and Tartan
Tapestries is the
result.The piece begins
with a fanfare gesture
based upon rhythms and
harmonies that appear
throughout the piece. I
chose the lilting triple
feel to the piece, to
bring about the Scottish
flavor. I wanted the
fanfare to be bardic
sounding, to depict the
strength of the Scottish
people and for the piece
to have a dynamic
opening. The fanfare
contains material that
alludes to the main theme
and with a bit of
dissonance and tension
that is resolved in the
main body of the
piece.The main theme is a
lilting original melody,
but one that I hope with
have the essence of
Scottish folk songs. The
main idea is followed by
a more modal and dark
sounding secondary theme,
first stated in the
horns. This material
is later used in the
development section of
the piece. The main
theme returns several
times, with different and
varied orchestrations and
harmonic treatments. This
is followed by a short
transition leading to the
more lyrical and slower
second section of the
piece. A transparent
presentation of the
lyrical theme, which is
based on aspects of the
main theme, is presented
first by a solo flute.
This section is a nod to
famous composer Malcom
Arnold’s wonderful
works for orchestra in
its style and
orchestration. After a
transition or bridge
section with a solo
euphonium, the piece
builds to a dramatic
climax of the lyrical
theme by the full band.
This subsides to a return
of the solo flute to end
this second section of
the piece, followed by a
transition back the main
theme.The solo bagpipes
play a central role in
the return of the main
theme and take center
stage after being heard
in the distance earlier
in the work. The piece
brings back a shortened
version of the darker
secondary theme, followed
by a hint of the fanfare
material that builds to
one last statement of the
main theme by the full
band, before leading to a
dramatic coda to complete
the work.It has been my
pleasure to have been
given the opportunity to
compose this piece for
the Saint Andrew’s
School Band! I thank
Andrea Wolgin for making
it happen, and I hope
that you enjoy it as much
as I have enjoyed
bringing the piece to
life.–Larry
ClarkLakeland, Florida
2017.
Composed
by Larry Clark. Concert
Band (CPS). Full score.
With Standard notation.
32 pages. Carl Fischer
Music #CPS225F. Published
by Carl Fischer Music
(CF.CPS225F).
ISBN
9781491153192. UPC:
680160910694.
Tarta
n Tapestries is an
original piece that sets
out to emulate Scottish
folk music. Composer
Larry Clark has created a
concert overture in
triple meter to capture
the essence of music from
Scotland. After a lilting
first section, lush
and beautiful moments
weave a tapestry of
sounds with the lyrical,
middle section of the
piece. There is an
optional part for
bagpipes, and an optional
ending should you chose
to use this instrument as
part of the piece. Alert
your contest music
committee about this
strong new piece for
advancing
groups. Tartan
Tapestries was
commissioned by Friends
of the Arts for the Saint
Andrew's School Band in
Boca Raton,
Florida. The band
program at Saint
Andrew’s School is
under the direction of
Andrea Wolgin. The
premiere took place on
November 29, 2017.When I
was asked by their
conductor Ms. Wolgin to
write a piece for the
Saint Andrew’s
School, I asked her what
kind of involvement she
wanted the students to
have in the process. We
discussed several options
for having the students
involved in the process
of creating with the type
of piece they wanted.Â
We set up a
“Skypeâ€
meeting with members of
the band to discuss the
piece. During this
discussion, the consensus
of the students was that
they wanted a piece
depicting the Scottish
influence to the
school. They also
wanted a piece that would
challenge all sections of
the band and to include
bagpipes if possible. I
asked that the students
be involved in helping to
name the piece once it
was completed, for which
they agreed and were very
helpful. Armed with
this information, I set
out to compose a piece
for them, and Tartan
Tapestries is the
result.The piece begins
with a fanfare gesture
based upon rhythms and
harmonies that appear
throughout the piece. I
chose the lilting triple
feel to the piece, to
bring about the Scottish
flavor. I wanted the
fanfare to be bardic
sounding, to depict the
strength of the Scottish
people and for the piece
to have a dynamic
opening. The fanfare
contains material that
alludes to the main theme
and with a bit of
dissonance and tension
that is resolved in the
main body of the
piece.The main theme is a
lilting original melody,
but one that I hope with
have the essence of
Scottish folk songs. The
main idea is followed by
a more modal and dark
sounding secondary theme,
first stated in the
horns. This material
is later used in the
development section of
the piece. The main
theme returns several
times, with different and
varied orchestrations and
harmonic treatments. This
is followed by a short
transition leading to the
more lyrical and slower
second section of the
piece. A transparent
presentation of the
lyrical theme, which is
based on aspects of the
main theme, is presented
first by a solo flute.
This section is a nod to
famous composer Malcom
Arnold’s wonderful
works for orchestra in
its style and
orchestration. After a
transition or bridge
section with a solo
euphonium, the piece
builds to a dramatic
climax of the lyrical
theme by the full band.
This subsides to a return
of the solo flute to end
this second section of
the piece, followed by a
transition back the main
theme.The solo bagpipes
play a central role in
the return of the main
theme and take center
stage after being heard
in the distance earlier
in the work. The piece
brings back a shortened
version of the darker
secondary theme, followed
by a hint of the fanfare
material that builds to
one last statement of the
main theme by the full
band, before leading to a
dramatic coda to complete
the work.It has been my
pleasure to have been
given the opportunity to
compose this piece for
the Saint Andrew’s
School Band! I thank
Andrea Wolgin for making
it happen, and I hope
that you enjoy it as much
as I have enjoyed
bringing the piece to
life.–Larry
ClarkLakeland, Florida
2017.