Versuch eines Requiems. Par HARTMANN KARL AMADEUS. Karl Amadeus Hartmann wrote his first symphony in 1935/36. At that time he was still an unknown musician whose works stood no chance of being performed and who could not hope to find encouragement in his native Germany. He had to wait more than ten years for its first performance, which finally took place in Frankfurt in the spring of 1948 under the direction of Winfried Zillig. I was 21 at the time, and the work left an extraordinarily deep impression on me, an impression that marked the beginning of my admiration for Hartmann's music and its very special kind of intellectuality, which struck me as both important and significant: by this I mean its spontaneous and unrefracted immediacy, its honesty and straightforwardness – qualities that extend beyond this composer's works and affect his whole surroundings, including his fellow human beings. All Hartmann's works, moreover, contain an essential element of the art of compostion, namely, an exact correspondence between the artist's insistent need to express himself and the instrumental resources that he chooses. A superficial listener might perhaps fail to notice at first that the huge orchestral apparatus that Hartmann conjures up exactly matches his powerful expressivity and the colourful nature of his rhetoric. There is also the expansiveness and physically charged vitality of the native of southern Germany, a man capable of combining his own sense of inwardness with the beauty of the moment and a feeling of hymnic grandeur. It is a combination that reflects his own south German countryside and that answers a need to communicate sustained by his own unwavering faith in humanity. / Date parution : 1965-11-20/ Répertoire / Voix d'Alto et Orchestre

Per Nørgård I CHING Programme Note I CHING (1982) for Percussion Solo I. Thunder Repeated: The Image of Shock (hexagram #51) II. The Taming Power of the Small - 9 sounds (hexagram #9) III. The Gentle, the Penetrating (hexagram #57) IV. Towards Completion: Fire over Water (hexagram #64) I Ching (The Book of Changes), four movements for solo percussion, was written in 1982 and dedicated to the Danish percussionist Gert Mortensen. I Ching is the thousand-year-old Chinese oracle book, whose 64 combinations of six 'Yang' or 'Yin' lines (bright or dark) represent 64 different states of being for all living things including human beings. The 64 states of being should be thought of as an eternal, hidden cycle which lies behind everything that we do: for example the supreme, the enthusiastic, initiative (combination or 'hexagram' #1, the creative) or the despair of the moment, the warm and friendly, and so on. The states of being exist on all levels - the official, the private etc. - at the same time in many speeds. From these I selected four, the sequence of which progresses from a situation from which there is apparently no solution, to a (temporary) relief. In the first movement ´Thunder repeated, the Image of Shock´, a vicious circle of claustrophobic, closed circuits is represented by the tom-tom part. This is followed by tam-tams and wood sounds, but returns full-circle to the tom-toms. The second movement ´The taming Power of the small´has its origins in the violence of the first movement, but this time lets it resolve in a long glide upwards which stars with voice sounds ´borrowed´from the Beatles´´Revolution #9´which are then transmitted to the other instruments. The third movement is ´The Gentle, The Penetrating´in which lyrical poetry dominates with gentle bell-like sounds and delicate tunes. Finally the sovereign, many-layered world of rhythm triumphs in the fourth movement: ´Towards Completion. Fire over Water´, the main movement of the work. Over a period of six years, since 1975, I have in about 10 works worked with a percussion version of my 'infinity series', which has since 1960 been the basis of my compositional method. Since it was precisely bright and dark sounds (yang and yin) that permeated these percussion pieces in a multitude of layers in tempo and texture, the concept of I Ching was a natural source of inspiration for me, when Gert Mortensen prompted me to write my second piece for solo percussion ('Waves' from 1969 being the first). Even if the composer recommends a total performance in the shown order, choice is left up to the musician in connection with performance of the four movements. Per Nørgård (1982) / Percussions Diverses

Par DE HAAN JACOB. The Book of Urizen is a work for concert band, solo soprano, and a male narrator in which sound collages of religious expressions are used. The piece is inspired by the compelling visionary poem of the same name (which the poet illustratedhimself) by the Englishman William Blake (1757-1827), who occupies a unique position in western literature and the visual arts. He was not just a poet and a writer, but he was also a graphic artist, a painter, an illustrator, a spiritualist, areligious visionary, and a mystic philosopher. For the performance of this work, a professional sound system, including two microphones and a CD player, is needed. The three sound collages are three separate tracks on the enclosed CD and can beplayed easily at the right moment. The Book of Urizen bears resemblance to Genesis and Exodus, of which the contents form the basis of the Christian, Jewish, and Islamic faith. Blake adhered to the principle that all religions are in fact one, and that deities reside in human beings. In The Book of Urizen this is represented in “The Net of Religion, ” which is spanned over the earth by Urizen. The sound collages, compiled by Jacob de Haan in the studio, find their origin inJerusalem, the Holy City, where the afore-mentioned faiths “come together. ” In the first movement of this composition, The Vision, Urizen prepares his vision of the world, and he presents this to the “Eternals. ” His vision is rejected, and Urizen locks himself up in his own abstract world. When he does emerge again, he is confronted with rage by the gathered Eternals. Urizen flees the wrath of the Eternals, “the flames of eternal fury, ” and enwombs himself in his own world. Whenthe Eternals see Urizen in his “stony sleep, ” they wonder if this is death. The blacksmith Los is torn by grief because of the isolation of Urizen. It brings him to rouse his fires, prepare his forge, and to give Urizen’s world concrete form. In the second movement, The Creation, Urizen’s world, but also man, woman, and child are created. Los is horrified with the appearance of Urizen’s body. He mourns and pities Urizen, and from his blood a female form comes into being, with thename Enitharmon. The Eternals, fearful of the female form, decide to erect a tent to obstruct their view to eternity. Enitharmon and Los beget a son, called Orc. Los baptizes him as a child of the “fallen world. ” Orc is fed at Enitharmon’s breast, which makes a girdle of jealousy restrict Los’ chest. He takes the child to the top of the mountain and chains him down. The cries of Orc awaken Urizen, who explores his world creating instruments of scientific measurement to do so. Los encircles theface of Enitharmon from the sight of Urizen and Orc. She then populates the earth by giving birth to an enormous race. The Web, third movement of The Book of Urizen is now available: DHP 1125252 / Niveau : 5 / Pièce de concert / Répertoire / Concert Band ou Harmonie

Par VAUGHAN WILLIAMS RALPH. The complete vocal score with Piano accompaniment for Ralph Vaughan Williams' A Sea Symphony. Completed in 1909, it is a vast work inspired by, and based on, four poems by Walt Whitman that Williams fashioned into a vast score containing some of his finest choral writing and a highlight of its era. It is non-ecclesiastical work and has a humanist, agnostic viewpoint with a broad, general theme of the Human Soul being a vessel cruising the oceans and seas of life. This suite for Soprano and Baritone Soli, SATB chorus and, originally, Orchestra, is a varied work that includes elements of Sea shanties and noble pomp in creating a majestic and evocativerepresentation of the sea./ Répertoire / SATB, S et Ba Solo et Orchestre

Kammeroper Nr. 2. Par RIHM WOLFGANG. Chamber opera does not mean “little opera.” On the same scale as chamber music is to the symphony, it is rather the other way of talking onstage. The movable apparatus permits sophisticated voice-leading. A large ensemble demands simple conception to achieve the complexity it perhaps intends; this can be formulated more sharply and nuanced in a chamber ensemble. Therefore it is the subject which this type of presentation must sustain – or, better, provoke. Büchner’s Lenz is a description of the conditions within a process of collapse, moments of destruction already occurred but not yet accepted, evident in the points of contact with the environment. And it was those points of contact which Michael Fröhling attempted to reconstruct onstage. Lenz’s distraught state is always the same; only the proximity of the environment to that distraught state grows and ebbs. The musical consequence An hour of extreme chamber music results from this description: always bound for the main character – actually, not a commentary, but the main character himself as a multilayered level of action. Although Lenz acts on many levels – or tries to or believes he is – he has no room to manoeuvre. That is why he is also tightly interwoven in his sonic surroundings; the voices which only he hears are just as much himself as the two men with whom he foregathers (the liberal pragmatist Oberlin and the alert merchant who always “does the right thing” in every situation) – they evoke responses which he deeply desires. Omnipresent Friederike is just as much his inner world as Nature is – Nature, which he can no longer perceive unless it is personified, enlivened or dead. Therefore, the music’s task is both to motivate the “situation” (atmospherically) and to be the psychological constant (via a network of entangled references per se) in an action as it is played out. The compositional process December 1977 to June 1978 – a period identical to the stepwise understanding of an existence as that of Jakob Lenz. Yet the more the historical figure became precisely attendant in my intellect in terms of data and atmosphere, the more it retreated in favour of a cipher of disturbance as I began to understand Lenz. Thence the explanation for the failure of the attempts to approach him – including my attempt to interpret him via musical representation – because, essentially, Lenz himself is the failure. Only the naked stages of that failure remain portrayable, i.e. including the failure of those who wish to “help” Lenz, for example, while Lenz himself is already trapped inextricably in a state of complete destruction. I tried to compose my way into that situation as far as possible; the insistence of several rhythmic and harmonic configurations is the palpable expression of the main character’s ever-recurring rigidity. One sound pervades the entire work. The musical stage For me, this is a place where very magical and very human things take place. In Jakob Lenz, the human aspects often switch to magical ones, since the realism of a self-suasive, unhinged soul takes on surreal traits – or we simply cannot understand that otherwise except as not being real. A character like Jakob Lenz on the stage is complex due to the fact alone that it harbours many stages within itself, and music must represent those constantly present stages. I have tried to do so in the most direct way – by not cleanly separating the musical layers, but keeping them constantly in evidence until they must break forth, each in accord with its own dramaturgy. In an overview, the large form takes on aspects of a rondo, performed in overlapping layers – a type of rondo relief, since perspectives of psychological proximity and distance are indeed formulated musically as atmospheric relations. Above all: the thread on which Jakob Lenz hangs is the current onto the listeners’ hearts. Wolfgang Rihm (January 1979)/ Répertoire / Chant et Piano

International edition. Par SUZUKI SHINICHI. Teach violin with the popular Suzuki Violin School. The Suzuki Method® of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the 'mother-tongue' approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Violin School. Suzuki lessons are generally given in a privatestudio setting with additional group lessons. The student listens to the recordings and works with their Suzuki violin teacher to develop their potential as a musician and as a person. This Suzuki Book and CD is integral for Suzuki violin lessons. This revised edition of the Suzuki Violin School, Volume 3 features: - Revised editing of pieces, including bowings and fingerings - Additional exercises, some from Shinichi Suzuki, plus additional insight and suggestions for teachers - Text in English, French, Spanish, and German. - Musical notation guide - Fingerboard position - CD with recordings by William Preucil Jr., accompanied by Linda Perry, as well as piano accompaniments recorded alone. Titles: Study Points - Tonalization - Vibrato Exercises - Gavotte (Martini) - Minuet (Bach) - Gavotte in G Minor (Bach) - Humoresque (Dvorák) - Gavotte (Becker) - Gavotte in D Major (Bach) - Bourrée (Bach). For a complete list of the most recent printings by AMPV number, go to alfred.com/suzuki. This title is available in SmartMusic. Teach violin with the popular Suzuki Violin School. The Suzuki Method® of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the 'mother-tongue' approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Violin School. Suzuki lessons are generally given in aprivate studio setting with additional group lessons. The student listens to the recordings and works with their Suzuki violin teacher to develop their potential as a musician and as a person. This Suzuki Book and CD is integral for Suzuki violin lessons. This revised edition of the Suzuki Violin School, Volume 3 features: Revised editing of pieces, including bowings and fingerings Additional exercises, some from Shinichi Suzuki, plus additional insight and suggestions for teachers Text in English, French, Spanish, and German. Musical notation guide Fingerboard position CD with recordings by William Preucil Jr., accompanied by Linda Perry, as well as piano accompaniments recorded alone. Titles: Study Points * Tonalization * Vibrato Exercises * Gavotte (Martini) * Minuet (Bach) * Gavotte in G Minor (Bach) * Humoresque (Dvorák) * Gavotte (Becker) * Gavotte in D Major (Bach) * Bourrée (Bach). / Pédagogie / Méthode / Violon

ABC
Across 110th Street
Adore
After The Love Has Gone
Ain't No Mountain High Enough
Ain't No Sunshine
Ain't Nobody
Ain't Nothing Like The Real Thing
Ain't That A Bitch
Ain't That Peculiar
Ain't Too Proud To Beg
Always And Forever
Always Be My Baby
Another Sad Love Song
Ascension (Don't Ever Wonder)
At Midnight (My Love Will Lift You Up)
B-A-B-Y
Baby I'm Doing It (Baby Don't Do It)
Baby I'm For Real
Baby Love
Back At One
Back To Life (However Do You Want Me)
Band Of Gold
Be Without You
Bernadette
Between The Sheets
Big Bird
The Boy Is Mine
Breathe Again
Brick House
But It's Alright
By Your Side
Call Me (Come Back Home)
Candy
Chain Gang
Chain Of Fools
Cheaper To Keep Her
The Chokin' Kind
Cissy Strut
Come To Mama
Cool Jerk
Crazy In Love
Creep
Cry Baby
Cupid's Boogie
Dance To The Music
Dance With Me Henry (The Wallflower)
Dancing In The Street
Devil With The Blue Dress
DJ Got Us Fallin' In Love
Do It ('Til You're Satisfied)
Do Right Woman Do Right Man
Do You Love Me
Don't Let Go
Doo Wop (That Thing)
Easy
End Of The Road
Endless Love
Everybody Needs Somebody To Love
Everyday People
Everytime I Close My Eyes
Exhale (Shoop Shoop)
Express Yourself
Fa-Fa-Fa-Fa-Fa (Sad Song)
Fallin'
Fannie Mae
Fight The Power 'Part 1'
Fire
Freddie's Dead
Gabbin' Blues
Gee Whiz
Gimme Some Lovin'
Giving You The Best That I Got
Green Onions
Groove Me
Hard To Handle
The Harlem Shuffle
He Was Really Sayin' Somethin'
Heatwave (Love Is Like A Heatwave)
Here And Now
Here I Am, Come And Take Me
Hold On I'm Comin'
Hound Dog
How Sweet It Is (To Be Loved By You)
How Will I Know
Human Nature
I Believe I Can Fly
I Can't Get Next To You
I Can't Help Myself (Sugar Pie, Honey Bunch)
I Can't Stand The Rain
I Can't Turn You Loose
I Forgot To Be Your Lover
I Got The Feelin'
I Got You (I Feel Good)
I Heard It Through The Grapevine
I Just Want To Celebrate
I Like What You're Doing To Me
I Never Loved A Man (The Way I Love You)
I Pity The Fool
I Put A Spell On You
I Second That Emotion
I Thank You
I Wanna Testify
I Want Someone
I Want You Back
I Wish
I'll Be The Other Woman
I'll Be There
I'll Make Love To You
I'll Take You There
I'm Gonna Tear Your Playhouse Down
I've Been Lonely (For So Long)
I've Been Loving You Too Long
In The Midnight Hour
In The Rain
Inner City Blues (Make Me Wanna Holler)
Inside My Love
It Hurts So Good
It's Gonna Work Out Fine
It's Your Thing
Jungle Boogie
Just My Imagination (Running Away With Me)
Just One Look
Just The Two Of Us
Keep On Truckin'
Kiss
Knock On Wood
Lady Marmalade
Last Dance
Last Night
Lawdy Miss Clawdy
Lean On Me
Let The Good Times Roll
Let's Get It On
Let's Stay Together
Living For The City
Lonely Teardrops
Long Tall Sally
Love And Happiness
Love Rollercoaster
Love Train
Lowdown
Mama He Treats Your Daughter Mean
Man In The Mirror
Mercy, Mercy Me (The Ecology)
Midnight Train To Georgia
Miss Independent
Mr. Big Stuff
Mr. Pitiful
More
Mustang Sally
My Girl
My Guy
My Lovin' (You're Never Gonna Get)
My Prerogative
(You Make Me Feel Like) A Natural Woman
Never Can Say Goodbye
Never Knew Love Like This Before
Never Too Much
Ninety-Nine And A Half (Won't Do)
No One
No Scrubs
Nobody Knows You When You're Down And Out
Nothing From Nothing
On And On
One Mint Julep
Papa Was A Rollin' Stone
Patches
Pick Up The Pieces
Please Mr. Postman
Power Of Love/Love Power
Pretty Wings
Private Number
Psychedelic Shack
Purple Rain
Push And Pull
A Rainy Night In Georgia
Reach Out I'll Be There
Real Love
A Real Mother For Ya
Rehab
Respect
Respect Yourself
Right Place, Wrong Time
Rip It Up
Rock With You
Rockin' Chair
Say My Name
Serpentine Fire
Sexual Healing
Theme From Shaft
Shake A Tail Feather
Shake, Rattle And Roll
Shine
Shining Star
Shotgun
Show Me
Signed, Sealed, Delivered I'm Yours
Single Ladies (Put A Ring On It)
Sir Duke
(Sittin' On) The Dock Of The Bay
Sixty Minute Man
Smiling Faces Sometimes
A Song For You
Soon As I Get Home
Soul Finger
Soul Man
Soul Serenade
Stand By Me
Standing In The Shadows Of Love
Stoned Love
Strawberry Letter 23
Super Freak
Superstition
Sweet Love
Sweet Thing (Sweet Thang)
Take Me To The River
Take Time To Know Her
The Tears Of A Clown
Tears On My Pillow
That's The Way God Planned It
That's The Way Love Goes
Think
This Is How We Do It
This Masquerade
This Old Heart Of Mine (Is Weak For You)
Three Times A Lady
Tired Of Being Alone
The Tracks Of My Tears
Turn Your Love Around
Twenty-Five Miles
U Can't Touch This
Unfaithful
Up The Ladder To The Roof
Uptight (Everything's Alright)
Vehicle
Vision Of Love
Walk On By
Walkin' The Dog
We Are Family
We Belong Together
What You Won't Do For Love
What'd I Say
What's Going On
What's Love Got To Do With It
When A Man Loves A Woman
When Can I See You
When Doves Cry
When Something Is Wrong With My Baby
Where Is The Love'
Who's Making Love
Will It Go Round In Circles
Woman To Woman
Work With Me Annie
Working In The Coal Mine
Yeah!
You Can't Hurry Love
You Don't Know My Name
You Got The Love
You Lost The Sweetest Boy
You Make Me Feel Like Dancing
You Sexy Thing
You've Really Got A Hold On Me
Your Good Thing (Is About To End)
(Your Love Has Lifted Me) Higher And Higher
/ Partitions jazzandblues / Tous instruments par tonalité / Instrument en do / HAL LEONARD

Par LEIVISKA HELVI. Finnish composer Helvi Leiviskä (1902-1982) created a broad-based output of orchestral works, solo songs and chamber music. Her style could be described as moderate modernism, deriving influences from multiple sources such as late Romanticism, Symbolism, Expressionism, Existentialism and Neo-Classicism. Leiviskä's output is characterised by philosophical and religious themes, images of nature and narrative structures. Many of her works focus on human existential angst and spiritual searching and growth. Helvi Leiviskä originally completed her Piano Quartet in A major op. 1 in 1926 but revised it a decade later, in 1935. Written for the traditional piano quartet lineup (violin, viola, cello and piano), the work is in three movements and has a duration of about 25 minutes. It features religious and ecstatic imagery such as may be found in French, German or Russian neo-Romantic styles. Leiviskä's Piano Quartet is considered one of the cornerstones of her chamber music output. Its early version was premiered in two parts at student recitals of the Helsinki Music Institute (the 1st movement in 1925 and the 2nd and 3rd movements in 1926). The revised version was performed in full by Timo Mikkilä (piano), Sulo Aro (violin), Ilmo Ranta (viola) and Pentti Rautawaara (cello) on Finnish radio in 1939. The work was also on the programme of Leiviskä's second composition concert in 1945, being performed on that occasion by Jussi Jalas (piano), Erik Cronvall (violin), Erik Karma (viola) and Yrjö Selin (cello). Two commercial recordings have been released (Finlandia Classics 2012 and Telos Music 2016). It is published for the first time 2022 with an extensive foreword by Susanna Välimäki. The product includes the full score (piano part) and a set of string parts. Duration: c. 25'. Have a look inside by clicking 'sample'. / Date parution : 2022-05-31/ Répertoire / Quatuor avec Piano

Major - Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Par SANTUCCI GAETANO. The piece in question Wunderkammer (for orchestra) expression that in Italian wants to indicate the concept of “wonderful room” and the love for the curiosity of the study of objects, represents for the author what for the human being, seen as an object of study, can represent the experience and experiential practice of the author in a symbolic journey, with its contrasts, light and shadow. / Date parution : 2022-07-28/ Répertoire / Orchestre

Minor: Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Teach violin with the popular Suzuki Violin School. The Suzuki Method® of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the mother-tongue approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Violin School. Suzuki lessons are generally given in a private studio setting with additional group lessons. The student listens to the recordings and works with their Suzuki violin teacher to develop their potential as a musician and as a person. This Suzuki Book and CD is integral for Suzuki violin lessons. This International Edition of the Suzuki Violin School, Volume 4 features: * New editing of pieces, including bowings and fingerings * Additional exercises, some from Shinichi Suzuki, plus additional insight and suggestions for teachers * Text in English, French, German, and Spanish * New Musical Terms * Composers* CD features new recordings by Augustin Hadelich in collaboration with pianist Kuang-Hao Huang, as well as piano accompaniment only tracks for play-along purposes. Titles: Lullaby (Schubert) * Lullaby (Brahms) * Concerto No. 2 in G Major, Op. 13, 3rd Movement (Seitz) * Concerto No. 5 in D Major, Op. 22, 1st Movement (Seitz) * Concerto No. 5 in D Major, Op. 22, 3rd Movement (Seitz) * Concerto in A Minor, 1st Movement, Op. 3, No. 6 (Vivaldi/Nachéz) * Concerto in A Minor, 3rd Movement, Op. 3, No. 6 (Vivaldi/Nachéz) * Perpetual Motion, Little Suite No. 6 (Bohm) * Concerto for Two Violins in D Minor, BWV 1043, Violins I and II (Bach) * Concerto for Two Violins in D Minor, BWV 1043, Violins II (Bach) * Concerto for Two Violins in D Minor, BWV 1043, Violins I (Bach). / Violon / Alfred Publishing