| Inner Landscapes Piano seul Breitkopf & Härtel
I The sun, the sea - II The earth: her dance - III Clouds, winds, skies. Comp...(+)
I The sun, the sea - II
The
earth: her dance - III
Clouds, winds, skies.
Composed by Christian
Mason.
Breitkopf and Haertel #EB
9334. Published by
Breitkopf
and Haertel
$86.95 - Voir plus => AcheterDélais: 3 to 4 weeks | | |
| Sir Duke Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire De Haske Publications
Composed by Stevie Wonder. New Sounds for Concert Band. Pop and Rock. Set (Sco...(+)
Composed by Stevie
Wonder.
New Sounds for Concert
Band.
Pop and Rock. Set (Score
and
Parts). Composed 2000. De
Haske Publications #DHP
1002550-010. Published by
De
Haske Publications
$137.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Reveille, Kopi [Conducteur et Parties séparées] Wilhelm Hansen
Wind Ensemble SKU: HL.14027165 Composed by Niels Marthinsen. Music Sales ...(+)
Wind Ensemble SKU:
HL.14027165 Composed
by Niels Marthinsen.
Music Sales America. Set
(Score & Parts). Edition
Wilhelm Hansen #KP00606.
Published by Edition
Wilhelm Hansen
(HL.14027165).
Danish. REVEILLE
RETRAITE for solo
trumpetA joint commission
between Hakan
Hardenberger and Danmarks
RadioDedicated to Hakan
HardenbergerProgramme
note:Everybody knows or
has at least heard of the
time honoured military
bugle calls: Reveille
Retraite, the awakening
at sunrise the turning in
at sunset. In a way it's
the UR concept of the
nature of the trumpet, an
instrument capable of
glorious panache as well
as sublime, inward
looking finesse. My piece
is, as indicated in the
title, a two fold
composition in the form
of two contrasting tone
poems, each mirroring a
fragment of original
text, what one could call
spiritual appetizers. At
the end of chapter 8 of
his high spirited Memoirs
Hector Berlioz laments
the murder of a man he
admired, Prince
Lichnowsky, who was
stabbed to death in
Frankfurt in September
1848 by German peasants:
Oh, I must get out, walk,
run, shout under the open
sky! Now, there's a
juicy bit of high strung
romantic Sturm und Drang
for you and the perfect
motto for any
awakening... Then night
fall, Retraite, in which
I've drawn upon the
early, melancholy poem
ALONE by Edgar Allan Poe
and taken out one single
line as 'subtitle' for
this very hushed and
withdrawn movement: And
all I lov'd, I lov'd
alone. I guess it won't
hurt to quote the poem in
its entirety:From
childhood's hour I have
not beenAs others were I
have not seenAs others
saw I could not bringMy
passions from a common
spring.From the same
source I have not takenMy
sorrow; I could not
awakenMy heart to joy at
the same tone;And all1
lov'd, I lov'd alone.THEN
in my childhood in the
dawnOf a most stormy life
was drawnFrom ev'ry depth
of good and illThe
mystery which binds me
still:From the torrent,
or the fountain,From the
red cliff of the
mountain,From the sun
that 'round me roll`dIn
its autumn tint of gold
From the lightning in the
skyAs it pass'd me flying
by From the thunder and
the storm,And the cloud
that took the form(When
the rest of Beaven was
blue)Of a demon in my
view.Edgar Allan
PoeProgramme note by Poul
Ruders, January 2004. $41.25 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Berko's Journey Theodore Presser Co.
Orchestra Bass Clarinet, Bass Trombone, Bassoon 1, Bassoon 2, Cello, Clarinet in...(+)
Orchestra Bass Clarinet,
Bass Trombone, Bassoon 1,
Bassoon 2, Cello,
Clarinet in Bb 1,
Clarinet in Bb 2,
Clarinet in Bb 3,
Contrabassoon, Double
Bass, English Horn, Flute
1, Flute 2, Flute 3,
Harp, Horn 1, Horn 3,
Horn 4, Oboe 1, Oboe 2,
Percussion 1 and more.
SKU: PR.11642143L
Composed by Stacy Garrop.
Spiral. Large Score. 68
pages. Duration 20
minutes. Theodore Presser
Company #116-42143L.
Published by Theodore
Presser Company
(PR.11642143L). UPC:
680160693320. 11 x 17
inches. For most of
my life, I never knew
where my father’s
family came from, beyond
a few broad strokes: they
had emigrated in the
early 1900s from Eastern
Europe and altered the
family name along the
way. This radically
changed in the summer of
2021 when my mother and
sister came across a
folder in our family
filing cabinet and made
an astounding discovery
of documents that
revealed when, where, and
how my great-grandfather
came to America. The
information I had been
seeking was at home all
along, waiting over forty
years to be
discovered.Berko
Gorobzoff, my
great-grandfather, left
Ekaterinoslav in 1904. At
that time, this city was
in the southern Russian
area of modern-day
Ukraine; as his family
was Jewish, he and his
siblings were attempting
to escape the ongoing
religious persecution and
pogroms instigated by
Tzar Nicholas II to root
out Jewish people from
Russia. Berko’s older
brother Jakob had already
emigrated to Illinois,
and Berko was traveling
with Chaje, Jakob’s
wife, to join him. Their
timing was fortuitous, as
the following year saw a
series of massive, brutal
pogroms in the region.
After arriving in
Illinois, Berko went on
to Omaha, Nebraska, where
he married my
great-grandmother Anna
about eighteen months
later. They remained in
Omaha for the rest of
their lives.There is one
more intriguing part to
this historical account:
I have a great-aunt in
Texas who, as it turns
out, is the youngest
daughter of Berko and
Anna. Through a series of
phone calls, my
great-aunt and I
discussed what she could
remember: her parents
spoke Yiddish at home,
her mother didn’t learn
to read or write in
English so my great-aunt
was tasked with writing
letters to family
members, Berko ran a
grocery store followed by
a small hotel, and her
parents enjoyed playing
poker with friends. Above
all else, neither of her
parents ever spoke a word
about their past or how
they got to America. This
was a common trait among
Eastern European Jewish
immigrants whose goal was
to “blend in” within
their new communities and
country.To
craft Berko’s
Journey, I melded the
facts I uncovered about
Berko with my own
research into methods of
transportation in the
early 1900s. Also, to
represent his heritage, I
wove two Yiddish songs
and one Klezmer tune into
the work. In movement
1, Leaving
Ekaterinoslav, we hear
Berko packing his
belongings, saying his
goodbyes to family and
friends, and walking to
the train station.
Included in this movement
is a snippet of the
Yiddish song “The
Miller’s Tears” which
references how the Jews
were driven out of their
villages by the Russian
army. In movement 2, In
Transit, we follow Berko
as he boards a train and
then a steamship, sails
across the Atlantic
Ocean, arrives at Ellis
Island and anxiously
waits in line for
immigration, jubilantly
steps foot into New York
City, and finally boards
a train that will take
him to Chicago. While
he’s on the steamship,
we hear a group of fellow
steerage musicians play a
klezmer tune
(“Freylachs in d
minor”). In movement
3, At Home in Omaha, we
hear Berko court and
marry Anna. Their
courtship is represented
by “Tumbalalaika,” a
Yiddish puzzle folksong
in which a man asks a
woman a series of riddles
in order to get better
acquainted with each
other and to test her
intellect.On a final
note, I crafted a musical
motive to represent Berko
throughout the piece.
This motive is heard at
the beginning of the
first movement; its first
pitches are B and E,
which represent the first
two letters of Berko’s
name. I scatter this
theme throughout the
piece as Berko travels
towards a new world and
life. As the piece
concludes, we hear
Berko’s theme
repeatedly and in close
succession, representing
the descendants of the
Garrop line that came
from Berko and
Anna. For most of my
life, I never knew where
my father’s family came
from, beyond a few broad
strokes: they had
emigrated in the early
1900s from Eastern Europe
and altered the family
name along the way. This
radically changed in the
summer of 2021 when my
mother and sister came
across a folder in our
family filing cabinet and
made an astounding
discovery of documents
that revealed when,
where, and how my
great-grandfather came to
America. The information
I had been seeking was at
home all along, waiting
over forty years to be
discovered.Berko
Gorobzoff, my
great-grandfather, left
Ekaterinoslav in 1904. At
that time, this city was
in the southern Russian
area of modern-day
Ukraine; as his family
was Jewish, he and his
siblings were attempting
to escape the ongoing
religious persecution and
pogroms instigated by
Tzar Nicholas II to root
out Jewish people from
Russia. Berko’s older
brother Jakob had already
emigrated to Illinois,
and Berko was traveling
with Chaje, Jakob’s
wife, to join him. Their
timing was fortuitous, as
the following year saw a
series of massive, brutal
pogroms in the region.
After arriving in
Illinois, Berko went on
to Omaha, Nebraska, where
he married my
great-grandmother Anna
about eighteen months
later. They remained in
Omaha for the rest of
their lives.There is one
more intriguing part to
this historical account:
I have a great-aunt in
Texas who, as it turns
out, is the youngest
daughter of Berko and
Anna. Through a series of
phone calls, my
great-aunt and I
discussed what she could
remember: her parents
spoke Yiddish at home,
her mother didn’t learn
to read or write in
English so my great-aunt
was tasked with writing
letters to family
members, Berko ran a
grocery store followed by
a small hotel, and her
parents enjoyed playing
poker with friends. Above
all else, neither of her
parents ever spoke a word
about their past or how
they got to America. This
was a common trait among
Eastern European Jewish
immigrants whose goal was
to “blend in” within
their new communities and
country.To
craftxa0Berko’s
Journey,xa0I melded the
facts I uncovered about
Berko with my own
research into methods of
transportation in the
early 1900s. Also, to
represent his heritage, I
wove two Yiddish songs
and one Klezmer tune into
the work. In movement
1,xa0Leaving
Ekaterinoslav,xa0we hear
Berko packing his
belongings, saying his
goodbyes to family and
friends, and walking to
the train station.
Included in this movement
is a snippet of the
Yiddish song “The
Miller’s Tears” which
references how the Jews
were driven out of their
villages by the Russian
army. In movement 2,xa0In
Transit,xa0we follow
Berko as he boards a
train and then a
steamship, sails across
the Atlantic Ocean,
arrives at Ellis Island
and anxiously waits in
line for immigration,
jubilantly steps foot
into New York City, and
finally boards a train
that will take him to
Chicago. While he’s on
the steamship, we hear a
group of fellow steerage
musicians play a klezmer
tune (“Freylachs in d
minor”). In movement
3,xa0At Home in
Omaha,xa0we hear Berko
court and marry Anna.
Their courtship is
represented by
“Tumbalalaika,” a
Yiddish puzzle folksong
in which a man asks a
woman a series of riddles
in order to get better
acquainted with each
other and to test her
intellect.On a final
note, I crafted a musical
motive to represent Berko
throughout the piece.
This motive is heard at
the beginning of the
first movement; its first
pitches are B and E,
which represent the first
two letters of Berko’s
name. I scatter this
theme throughout the
piece as Berko travels
towards a new world and
life. As the piece
concludes, we hear
Berko’s theme
repeatedly and in close
succession, representing
the descendants of the
Garrop line that came
from Berko and Anna. $71.99 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Berko's Journey [Conducteur] Theodore Presser Co.
Orchestra Bass Clarinet, Bass Trombone, Bassoon 1, Bassoon 2, Cello, Clarinet in...(+)
Orchestra Bass Clarinet,
Bass Trombone, Bassoon 1,
Bassoon 2, Cello,
Clarinet in Bb 1,
Clarinet in Bb 2,
Clarinet in Bb 3,
Contrabassoon, Double
Bass, English Horn, Flute
1, Flute 2, Flute 3,
Harp, Horn 1, Horn 3,
Horn 4, Oboe 1, Oboe 2,
Percussion 1 and more.
SKU: PR.11642143S
Composed by Stacy Garrop.
Sws. Score. 68 pages.
Duration 20 minutes.
Theodore Presser Company
#116-42143S. Published by
Theodore Presser Company
(PR.11642143S). UPC:
680160693313. 11 x 17
inches. For most of
my life, I never knew
where my father’s
family came from, beyond
a few broad strokes: they
had emigrated in the
early 1900s from Eastern
Europe and altered the
family name along the
way. This radically
changed in the summer of
2021 when my mother and
sister came across a
folder in our family
filing cabinet and made
an astounding discovery
of documents that
revealed when, where, and
how my great-grandfather
came to America. The
information I had been
seeking was at home all
along, waiting over forty
years to be
discovered.Berko
Gorobzoff, my
great-grandfather, left
Ekaterinoslav in 1904. At
that time, this city was
in the southern Russian
area of modern-day
Ukraine; as his family
was Jewish, he and his
siblings were attempting
to escape the ongoing
religious persecution and
pogroms instigated by
Tzar Nicholas II to root
out Jewish people from
Russia. Berko’s older
brother Jakob had already
emigrated to Illinois,
and Berko was traveling
with Chaje, Jakob’s
wife, to join him. Their
timing was fortuitous, as
the following year saw a
series of massive, brutal
pogroms in the region.
After arriving in
Illinois, Berko went on
to Omaha, Nebraska, where
he married my
great-grandmother Anna
about eighteen months
later. They remained in
Omaha for the rest of
their lives.There is one
more intriguing part to
this historical account:
I have a great-aunt in
Texas who, as it turns
out, is the youngest
daughter of Berko and
Anna. Through a series of
phone calls, my
great-aunt and I
discussed what she could
remember: her parents
spoke Yiddish at home,
her mother didn’t learn
to read or write in
English so my great-aunt
was tasked with writing
letters to family
members, Berko ran a
grocery store followed by
a small hotel, and her
parents enjoyed playing
poker with friends. Above
all else, neither of her
parents ever spoke a word
about their past or how
they got to America. This
was a common trait among
Eastern European Jewish
immigrants whose goal was
to “blend in” within
their new communities and
country.To
craft Berko’s
Journey, I melded the
facts I uncovered about
Berko with my own
research into methods of
transportation in the
early 1900s. Also, to
represent his heritage, I
wove two Yiddish songs
and one Klezmer tune into
the work. In movement
1, Leaving
Ekaterinoslav, we hear
Berko packing his
belongings, saying his
goodbyes to family and
friends, and walking to
the train station.
Included in this movement
is a snippet of the
Yiddish song “The
Miller’s Tears” which
references how the Jews
were driven out of their
villages by the Russian
army. In movement 2, In
Transit, we follow Berko
as he boards a train and
then a steamship, sails
across the Atlantic
Ocean, arrives at Ellis
Island and anxiously
waits in line for
immigration, jubilantly
steps foot into New York
City, and finally boards
a train that will take
him to Chicago. While
he’s on the steamship,
we hear a group of fellow
steerage musicians play a
klezmer tune
(“Freylachs in d
minor”). In movement
3, At Home in Omaha, we
hear Berko court and
marry Anna. Their
courtship is represented
by “Tumbalalaika,” a
Yiddish puzzle folksong
in which a man asks a
woman a series of riddles
in order to get better
acquainted with each
other and to test her
intellect.On a final
note, I crafted a musical
motive to represent Berko
throughout the piece.
This motive is heard at
the beginning of the
first movement; its first
pitches are B and E,
which represent the first
two letters of Berko’s
name. I scatter this
theme throughout the
piece as Berko travels
towards a new world and
life. As the piece
concludes, we hear
Berko’s theme
repeatedly and in close
succession, representing
the descendants of the
Garrop line that came
from Berko and
Anna. For most of my
life, I never knew where
my father’s family came
from, beyond a few broad
strokes: they had
emigrated in the early
1900s from Eastern Europe
and altered the family
name along the way. This
radically changed in the
summer of 2021 when my
mother and sister came
across a folder in our
family filing cabinet and
made an astounding
discovery of documents
that revealed when,
where, and how my
great-grandfather came to
America. The information
I had been seeking was at
home all along, waiting
over forty years to be
discovered.Berko
Gorobzoff, my
great-grandfather, left
Ekaterinoslav in 1904. At
that time, this city was
in the southern Russian
area of modern-day
Ukraine; as his family
was Jewish, he and his
siblings were attempting
to escape the ongoing
religious persecution and
pogroms instigated by
Tzar Nicholas II to root
out Jewish people from
Russia. Berko’s older
brother Jakob had already
emigrated to Illinois,
and Berko was traveling
with Chaje, Jakob’s
wife, to join him. Their
timing was fortuitous, as
the following year saw a
series of massive, brutal
pogroms in the region.
After arriving in
Illinois, Berko went on
to Omaha, Nebraska, where
he married my
great-grandmother Anna
about eighteen months
later. They remained in
Omaha for the rest of
their lives.There is one
more intriguing part to
this historical account:
I have a great-aunt in
Texas who, as it turns
out, is the youngest
daughter of Berko and
Anna. Through a series of
phone calls, my
great-aunt and I
discussed what she could
remember: her parents
spoke Yiddish at home,
her mother didn’t learn
to read or write in
English so my great-aunt
was tasked with writing
letters to family
members, Berko ran a
grocery store followed by
a small hotel, and her
parents enjoyed playing
poker with friends. Above
all else, neither of her
parents ever spoke a word
about their past or how
they got to America. This
was a common trait among
Eastern European Jewish
immigrants whose goal was
to “blend in” within
their new communities and
country.To
craftxa0Berko’s
Journey,xa0I melded the
facts I uncovered about
Berko with my own
research into methods of
transportation in the
early 1900s. Also, to
represent his heritage, I
wove two Yiddish songs
and one Klezmer tune into
the work. In movement
1,xa0Leaving
Ekaterinoslav,xa0we hear
Berko packing his
belongings, saying his
goodbyes to family and
friends, and walking to
the train station.
Included in this movement
is a snippet of the
Yiddish song “The
Miller’s Tears” which
references how the Jews
were driven out of their
villages by the Russian
army. In movement 2,xa0In
Transit,xa0we follow
Berko as he boards a
train and then a
steamship, sails across
the Atlantic Ocean,
arrives at Ellis Island
and anxiously waits in
line for immigration,
jubilantly steps foot
into New York City, and
finally boards a train
that will take him to
Chicago. While he’s on
the steamship, we hear a
group of fellow steerage
musicians play a klezmer
tune (“Freylachs in d
minor”). In movement
3,xa0At Home in
Omaha,xa0we hear Berko
court and marry Anna.
Their courtship is
represented by
“Tumbalalaika,” a
Yiddish puzzle folksong
in which a man asks a
woman a series of riddles
in order to get better
acquainted with each
other and to test her
intellect.On a final
note, I crafted a musical
motive to represent Berko
throughout the piece.
This motive is heard at
the beginning of the
first movement; its first
pitches are B and E,
which represent the first
two letters of Berko’s
name. I scatter this
theme throughout the
piece as Berko travels
towards a new world and
life. As the piece
concludes, we hear
Berko’s theme
repeatedly and in close
succession, representing
the descendants of the
Garrop line that came
from Berko and Anna. $40.99 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| High Flight Chorale SATB SATB, Piano Theodore Presser Co.
Choral SATB Choir and Piano SKU: PR.312419020 From Terra Nostra. C...(+)
Choral SATB Choir and
Piano SKU:
PR.312419020 From
Terra Nostra.
Composed by Stacy Garrop.
Sws. Performance Score.
12 pages. Duration 3:15.
Theodore Presser Company
#312-41902. Published by
Theodore Presser Company
(PR.312419020). ISBN
9781491131862. UPC:
680160680474. 6.875 x
10.5 inches.
English. Commission
ed by the San Francisco
Choral Society and the
Piedmont East Bay
Children’s Choir,
Terra Nostra is a
70-minute oratorio on the
relationship between our
planet and humankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. Part
I: Creation of the World
explores various creation
myths from different
cultures, culminating in
a joyous celebration of
the beauty of our planet.
Part II: The Rise of
Humanity examines human
achievements,
particularly since the
dawn of our Industrial
Age, and how these
achievements have
impacted the planet. Part
III: Searching for
Balance questions how to
create more awareness for
our planet’s
plight, re-establish a
deeper connection to it,
and find a balance for
living within our
planet’s
resources. In addition to
the complete oratorio,
stand-alone movements for
mixed chorus, and for
solo voice with piano,
are also available
separately. Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s
World†by Edna St.
Vincent Millay, which
describes the world in
exuberant and vivid
detail. Percy Bysshe
Shelley’s
“On thine own
child†praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O
voluptuous cool-breathed
earth!†Part I ends
with “A Blade of
Grass†in which
Whitman muses how our
planet has been spinning
in the heavens for a very
long time.Part II: The
Rise of Humanity examines
the achievements of
mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley
Hall†sets an
auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s
“Railways
1846,†William
Ernest Henley’s
“A Song of
Speed,†and John
Gillespie Magee,
Jr.’s “High
Flight,†each of
which celebrates a new
milestone in
technological
achievement. In
“Binsey
Poplars,†Gerard
Manley Hopkins takes note
of the effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A
Dirge†concludes
Part II with a warning
that the planet is
beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s
plight, re-establish a
deeper connection to it,
and find a balance for
living within our
planet’s
resources. Three texts
continue the
earth’s plea that
ended the previous
section: Lord
Byron’s
“Darknessâ€
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s
“Earth
Screaming†gives
voice to the modern
issues of our changing
climate; and William
Wordsworth’s
“The World Is Too
Much With Us†warns
us that we are almost out
of time to change our
course.
Contemporary/agrarian
poet Wendell
Berry’s “The
Want of Peaceâ€
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts
(“A Child said,
What is the grass?â€
and “There was a
child went forth every
dayâ€) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s
“A Blade of
Grass†from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states,
“I bequeath myself
to the dirt to grow from
the grass I
love…â€My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $3.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| High Flight Theodore Presser Co.
Choral Cello, Flute, Harp, Oboe, Percussion, Piano, Viola, Violin 1, Violin 2, a...(+)
Choral Cello, Flute,
Harp, Oboe, Percussion,
Piano, Viola, Violin 1,
Violin 2, alto voice,
bass voice, soprano
voice, tenor voice
SKU: PR.31241902A
From Terra Nostra.
Composed by Stacy Garrop.
Set of Score and Parts.
Duration 3:15. Theodore
Presser Company
#312-41902A. Published by
Theodore Presser Company
(PR.31241902A). UPC:
680160690510.
English. Commission
ed by the San Francisco
Choral Society and the
Piedmont East Bay
Children’s Choir,
Terra Nostra is a
70-minute oratorio on the
relationship between our
planet and humankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. Part
I: Creation of the World
explores various creation
myths from different
cultures, culminating in
a joyous celebration of
the beauty of our planet.
Part II: The Rise of
Humanity examines human
achievements,
particularly since the
dawn of our Industrial
Age, and how these
achievements have
impacted the planet. Part
III: Searching for
Balance questions how to
create more awareness for
our planet’s
plight, re-establish a
deeper connection to it,
and find a balance for
living within our
planet’s
resources. In addition to
the complete oratorio,
stand-alone movements for
mixed chorus, and for
solo voice with piano,
are also available
separately. Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s
World†by Edna St.
Vincent Millay, which
describes the world in
exuberant and vivid
detail. Percy Bysshe
Shelley’s
“On thine own
child†praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O
voluptuous cool-breathed
earth!†Part I ends
with “A Blade of
Grass†in which
Whitman muses how our
planet has been spinning
in the heavens for a very
long time.Part II: The
Rise of Humanity examines
the achievements of
mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley
Hall†sets an
auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s
“Railways
1846,†William
Ernest Henley’s
“A Song of
Speed,†and John
Gillespie Magee,
Jr.’s “High
Flight,†each of
which celebrates a new
milestone in
technological
achievement. In
“Binsey
Poplars,†Gerard
Manley Hopkins takes note
of the effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A
Dirge†concludes
Part II with a warning
that the planet is
beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s
plight, re-establish a
deeper connection to it,
and find a balance for
living within our
planet’s
resources. Three texts
continue the
earth’s plea that
ended the previous
section: Lord
Byron’s
“Darknessâ€
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s
“Earth
Screaming†gives
voice to the modern
issues of our changing
climate; and William
Wordsworth’s
“The World Is Too
Much With Us†warns
us that we are almost out
of time to change our
course.
Contemporary/agrarian
poet Wendell
Berry’s “The
Want of Peaceâ€
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts
(“A Child said,
What is the grass?â€
and “There was a
child went forth every
dayâ€) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s
“A Blade of
Grass†from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states,
“I bequeath myself
to the dirt to grow from
the grass I
love…â€My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $33.99 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Traveler Orchestre d'harmonie [Conducteur et Parties séparées] Carl Fischer
Composed by David Maslanka. Score and parts. With Standard notation. Carl Fische...(+)
Composed by David
Maslanka. Score and
parts. With Standard
notation. Carl Fischer
#J000764. Published by
Carl Fischer (CF.J764).
$150.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Muse Of Distraction Carl Fischer
Chamber Music Clarinet, Piano, Violoncello SKU: CF.MXE19 For Bb Clarin...(+)
Chamber Music Clarinet,
Piano, Violoncello
SKU: CF.MXE19
For Bb Clarinet, Cello
and Piano. Composed
by Joshua Green. SWS the
20-pg to cover - rest
insert. Carl Fischer
Chamber Music Edition.
Set of Score and Parts.
With Standard notation.
20+4+4 pages. Carl
Fischer Music #MXE19.
Published by Carl Fischer
Music (CF.MXE19). ISBN
9780825872945. UPC:
798408072940. 9 x 12
inches. Winner of
the 2009 MTNA Composition
Competition, promising
young composer Joshua
Green gives us a striking
new work for clarinet,
cello and piano, borne of
an unlikely muse.
According to the
composer: For the better
part of three months I
fought an exasperating
battle. While trying to
compose a piece for
clarinet, cello, and
piano, a plethora of
distractions had consumed
my mind. This frustration
seemed to amplify with
the amount of time that
passed. It was then that
the following quotation
came to my attention:
Life does not consist
mainly, or even largely
of facts and happenings.
It consists mainly of the
storm of thoughts that is
forever flowing through
one’s head.-Mark
Twain. And so The Muse of
Distraction was born.
Rather than trying to
fight the storm of
thoughts, I allowed
myself to compose a piece
that embraced the
frustration and
irritation of those
previous three months.
Eventually these
distractions were no
longer my adversary. They
became my muse. For
advanced players. For
the better part of three
months I fought an
exasperating battle.
While trying to composea
piece for clarinet,
cello, and piano, a
plethora of distractions
had consumed my mind.This
frustration seemed to
amplify with the amount
of time that passed. It
was then that
thefollowing quotation
came to my
attention:“Life
does not consist mainly,
or even largely of facts
and happenings. It
consists mainly of
thestorm of thoughts that
is forever flowing
through one’s
head.†—Mark
TwainAnd so The Muse of
Distraction was
born.Rather than trying
to fight the “storm
of thoughts,†I
allowed myself to compose
a piecethat embraced the
frustration and
irritation of those
previous three months.
Eventually
thesedistractions were no
longer my adversary.They
became my muse. $29.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| There Was A Child Went Forth Every Day Theodore Presser Co.
Choral Children's choir, Piano SKU: PR.312419290 From Terra Nostra...(+)
Choral Children's choir,
Piano SKU:
PR.312419290 From
Terra Nostra.
Composed by Stacy Garrop.
Performance Score. 8
pages. Duration 2
minutes, 35 seconds.
Theodore Presser Company
#312-41929. Published by
Theodore Presser Company
(PR.312419290). ISBN
9781491137932. UPC:
680160692620. Texts from
The King James Bible,
creation myths from
India, North America, and
Egypt; Edna St. Vincent
Millay, Percy Bysshe
Shelley, Walt Whitman,
Lord Byron, Esther
Iverem, William
Wordsworth, Wendell
Berry, Lord Alfred
Tennyson, Charles Mackay,
William . Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s World” by
Edna St. Vincent Millay,
which describes the world
in exuberant and vivid
detail. Percy Bysshe
Shelley’s “On thine
own child” praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O voluptuous
cool-breathed earth!”
Part I ends with “A
Blade of Grass” in
which Whitman muses how
our planet has been
spinning in the heavens
for a very long time.Part
II: The Rise of Humanity
examines the achievements
of mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley Hall” sets
an auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s “Railways
1846,” William Ernest
Henley’s “A Song of
Speed,” and John
Gillespie Magee, Jr.’s
“High Flight,” each
of which celebrates a new
milestone in
technological
achievement. In “Binsey
Poplars,” Gerard Manley
Hopkins takes note of the
effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A Dirge”
concludes Part II with a
warning that the planet
is beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s plight,
re-establish a deeper
connection to it, and
find a balance for living
within our planet’s
resources. Three texts
continue the earth’s
plea that ended the
previous section: Lord
Byron’s “Darkness”
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s “Earth
Screaming” gives voice
to the modern issues of
our changing climate; and
William Wordsworth’s
“The World Is Too Much
With Us” warns us that
we are almost out of time
to change our course.
Contemporary/agrarian
poet Wendell Berry’s
“The Want of Peace”
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts (“A
Child said, What is the
grass?” and “There
was a child went forth
every day”) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s “A Blade
of Grass” from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states, “I
bequeath myself to the
dirt to grow from the
grass I love…”My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| On Thine Own Child Theodore Presser Co.
Choral Children's choir, Piano SKU: PR.312419260 From Terra Nostra...(+)
Choral Children's choir,
Piano SKU:
PR.312419260 From
Terra Nostra.
Composed by Stacy Garrop.
Performance Score. 8
pages. Duration 2:45.
Theodore Presser Company
#312-41926. Published by
Theodore Presser Company
(PR.312419260). ISBN
9781491137901. UPC:
680160692590. Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s World” by
Edna St. Vincent Millay,
which describes the world
in exuberant and vivid
detail. Percy Bysshe
Shelley’s “On thine
own child” praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O voluptuous
cool-breathed earth!”
Part I ends with “A
Blade of Grass” in
which Whitman muses how
our planet has been
spinning in the heavens
for a very long time.Part
II: The Rise of Humanity
examines the achievements
of mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley Hall” sets
an auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s “Railways
1846,” William Ernest
Henley’s “A Song of
Speed,” and John
Gillespie Magee, Jr.’s
“High Flight,” each
of which celebrates a new
milestone in
technological
achievement. In “Binsey
Poplars,” Gerard Manley
Hopkins takes note of the
effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A Dirge”
concludes Part II with a
warning that the planet
is beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s plight,
re-establish a deeper
connection to it, and
find a balance for living
within our planet’s
resources. Three texts
continue the earth’s
plea that ended the
previous section: Lord
Byron’s “Darkness”
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s “Earth
Screaming” gives voice
to the modern issues of
our changing climate; and
William Wordsworth’s
“The World Is Too Much
With Us” warns us that
we are almost out of time
to change our course.
Contemporary/agrarian
poet Wendell Berry’s
“The Want of Peace”
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts (“A
Child said, What is the
grass?” and “There
was a child went forth
every day”) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s “A Blade
of Grass” from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states, “I
bequeath myself to the
dirt to grow from the
grass I love…”My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Railways 1846 Chorale TTBB TTBB, Piano Theodore Presser Co.
Choral TTBB choir, piano SKU: PR.312419270 From Terra Nostra. Comp...(+)
Choral TTBB choir, piano
SKU: PR.312419270
From Terra Nostra.
Composed by Stacy Garrop.
Performance Score. 8
pages. Duration 2
minutes. Theodore Presser
Company #312-41927.
Published by Theodore
Presser Company
(PR.312419270). ISBN
9781491137918. UPC:
680160692606. English.
Charles
Mackay. Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s World” by
Edna St. Vincent Millay,
which describes the world
in exuberant and vivid
detail. Percy Bysshe
Shelley’s “On thine
own child” praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O voluptuous
cool-breathed earth!”
Part I ends with “A
Blade of Grass” in
which Whitman muses how
our planet has been
spinning in the heavens
for a very long time.Part
II: The Rise of Humanity
examines the achievements
of mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley Hall” sets
an auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s “Railways
1846,” William Ernest
Henley’s “A Song of
Speed,” and John
Gillespie Magee, Jr.’s
“High Flight,” each
of which celebrates a new
milestone in
technological
achievement. In “Binsey
Poplars,” Gerard Manley
Hopkins takes note of the
effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A Dirge”
concludes Part II with a
warning that the planet
is beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s plight,
re-establish a deeper
connection to it, and
find a balance for living
within our planet’s
resources. Three texts
continue the earth’s
plea that ended the
previous section: Lord
Byron’s “Darkness”
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s “Earth
Screaming” gives voice
to the modern issues of
our changing climate; and
William Wordsworth’s
“The World Is Too Much
With Us” warns us that
we are almost out of time
to change our course.
Contemporary/agrarian
poet Wendell Berry’s
“The Want of Peace”
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts (“A
Child said, What is the
grass?” and “There
was a child went forth
every day”) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s “A Blade
of Grass” from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states, “I
bequeath myself to the
dirt to grow from the
grass I love…”My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Want of Peace Chorale SATB SATB, Piano Theodore Presser Co.
Choral SATB choir, piano SKU: PR.312419280 From Terra Nostra. Comp...(+)
Choral SATB choir, piano
SKU: PR.312419280
From Terra Nostra.
Composed by Stacy Garrop.
Performance Score. 12
pages. Duration 5:30.
Theodore Presser Company
#312-41928. Published by
Theodore Presser Company
(PR.312419280). ISBN
9781491137925. UPC:
680160692613. Terra
Nostra focuses on the
relationship between our
planet and mankind, how
this relationship has
shifted over time, and
how we can re-establish a
harmonious balance. The
oratorio is divided into
three parts:Part I:
Creation of the World
celebrates the birth and
beauty of our planet. The
oratorio begins with
creation myths from
India, North America, and
Egypt that are integrated
into the opening lines of
Genesis from the Old
Testament. The music
surges forth from these
creation stories into
“God’s World” by
Edna St. Vincent Millay,
which describes the world
in exuberant and vivid
detail. Percy Bysshe
Shelley’s “On thine
own child” praises
Mother Earth for her role
bringing forth all life,
while Walt Whitman sings
a love song to the planet
in “Smile O voluptuous
cool-breathed earth!”
Part I ends with “A
Blade of Grass” in
which Whitman muses how
our planet has been
spinning in the heavens
for a very long time.Part
II: The Rise of Humanity
examines the achievements
of mankind, particularly
since the dawn of the
Industrial Age. Lord
Alfred Tennyson’s
“Locksley Hall” sets
an auspicious tone that
mankind is on the verge
of great discoveries.
This is followed in short
order by Charles
Mackay’s “Railways
1846,” William Ernest
Henley’s “A Song of
Speed,” and John
Gillespie Magee, Jr.’s
“High Flight,” each
of which celebrates a new
milestone in
technological
achievement. In “Binsey
Poplars,” Gerard Manley
Hopkins takes note of the
effect that these
advances are having on
the planet, with trees
being brought down and
landscapes forever
changed. Percy Bysshe
Shelley’s “A Dirge”
concludes Part II with a
warning that the planet
is beginning to sound a
grave alarm.Part III:
Searching for Balance
questions how we can
create more awareness for
our planet’s plight,
re-establish a deeper
connection to it, and
find a balance for living
within our planet’s
resources. Three texts
continue the earth’s
plea that ended the
previous section: Lord
Byron’s “Darkness”
speaks of a natural
disaster (a volcano) that
has blotted out the sun
from humanity and the
panic that ensues;
contemporary poet Esther
Iverem’s “Earth
Screaming” gives voice
to the modern issues of
our changing climate; and
William Wordsworth’s
“The World Is Too Much
With Us” warns us that
we are almost out of time
to change our course.
Contemporary/agrarian
poet Wendell Berry’s
“The Want of Peace”
speaks to us at the
climax of the oratorio,
reminding us that we can
find harmony with the
planet if we choose to
live more simply, and to
recall that we ourselves
came from the earth. Two
Walt Whitman texts (“A
Child said, What is the
grass?” and “There
was a child went forth
every day”) echo
Berry’s thoughts,
reminding us that we are
of the earth, as is
everything that we see on
our planet. The oratorio
concludes with a reprise
of Whitman’s “A Blade
of Grass” from Part I,
this time interspersed
with an additional
Whitman text that
sublimely states, “I
bequeath myself to the
dirt to grow from the
grass I love…”My hope
in writing this oratorio
is to invite audience
members to consider how
we interact with our
planet, and what we can
each personally do to
keep the planet going for
future generations. We
are the only stewards
Earth has; what can we
each do to leave her in
better shape than we
found her? $2.70 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Guitarra Liturgia Guitare [Conducteur] - Intermédiaire OR-TAV Music Publications
Guitar - Intermediate SKU: OT.26114 Composed by Ariel Lazarus. A short su...(+)
Guitar - Intermediate
SKU: OT.26114
Composed by Ariel
Lazarus. A short suite
for classical guitar
based on themes from the
Spanish and Portuguese
tradition. Classical.
Score. OR-TAV Music
Publications #26114.
Published by OR-TAV Music
Publications (OT.26114).
ISBN 9789655051049.
8.27 x 11.69
inches. Ariel
Lazarus Guitarra
Liturgia Two pieces
based on music from the
Spanish and Portuguese
tradition.
Contents: Jerusalem
de Sefarad - Suite for
Guitar Contrapunto
Sefardi The composer
writes: For many
years I wanted to compose
a piece for guitar which
would inspire interested
students to expand their
repertoire in the
direction of Jewish
music. The most natural
thing for me was to write
a suite based on themes
from the synagogue in
which I grew up –
the Spanish and
Portuguese synagogue of
Gibraltar. My beloved
grandfather served all
his life as hazzan
(cantor) of this
synagogue, and I always
felt as a composer and
educator that I had a
special obligation to
continue his tradition
and pass it on to a new
generation. In this
composition, I let the
guitar echo the piyyutim
(semi-liturgical poems)
that were part of my
childhood: Adon Olam,
Sh'charchoret, Achot
K'tana, Yigdal, Borei ad
Ana, all of which are
sung in the Spanish and
Portuguese tradition from
Gibraltar to London, and
from New York to
Jerusalem. I let myself
dream the piyyutim, take
them apart and
reconstruct them as a
short suite for guitar,
the results of which you
are invited to hear here.
As a conceptual idea for
the suite, I choose to
suggest about the
cultural continuation
between the Diaspora and
the land of Israel by way
of referencing the
well-known melody of
Naomi Shemer, which is
also popular among the
hazzanim. Dr. Ariel
Lazarus is a unique voice
among Israeli
composer-performers
today. Brought up in a
family with Jewish
musical roots both in
Gibraltar and Westphalia,
he began composing and
playing the guitar in his
teens, and has been
committed to developing
his own compositional
language ever since,
always maintaining an
open dialogue with his
traditions. Lazarus
received his BMus and
MMus degrees from
Oklahoma City University
in classical guitar
performance and
composition where he
studied with American
composer Dr. Edward
Knight. He earned his PhD
from Bar Ilan University,
studying composition with
Prof. Betty Olivero and
Prof. Gideon Lewensohn
and conducting research
under the supervision of
Prof. Edwin Seroussi from
the Hebrew University.
His symphonic works have
been premiered by the
Raanana Symphonette
Orchestra, and his
chamber works have been
performed by various
ensembles in the United
States, Central Europe,
Portugal, Gibraltar,
Scandinavia and Israel.
Lazarus performs
regularly as Art
Ambassador on behalf of
the Israeli Ministry of
Diaspora affairs Amiel
BaKehila program. His
solo album A Hebrew
Capriccio was released by
the German boutique label
SmoothFactor and was
awarded critical acclaim,
among others, in Haaretz,
and Neue Westfalishe.
Dr. Lazarus is the
musical director and
co-founder of the Israeli
Ladino Orchestra. His
work with the orchestra
has been recognized by
the official Carta de
España. He teaches at
the Academic College for
Education Givat
Washington, and the Rimon
School of Music.
Lazarus’s work has
been awarded by the
Israeli Pais Art council
and ACUM. $12.44 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| Inner Landscapes Piano seul [Conducteur] Breitkopf & Härtel
Piano SKU: BR.EB-9333 I The sun, the sea - II The earth: her dance - I...(+)
Piano SKU:
BR.EB-9333 I The
sun, the sea - II The
earth: her dance - III
Clouds, winds, skies.
Composed by Christian
Mason. Solo instruments;
stapled. Edition
Breitkopf. World
premiere of the piano
version: Orleans (8th
Int. Piano Competition of
Orleans ,,Brin d'herbe),
April 14, 2019 New
music (post-2000); Music
post-1945. Score.
Composed 2018/19. 28
pages. Duration 17'.
Breitkopf and Haertel #EB
9333. Published by
Breitkopf and Haertel
(BR.EB-9333). ISBN
9790004187975. 9 x 12
inches. Inspiring
Nature These three piano
pieces, composed for the
,,Concours, Brin d'Herbe
2019, may be performed
separately or as a
collection, in which case
they should be played in
the given order. Though
each piece is aimed at a
different technical level
(I. Elementary, II.
Advanced, III.
Intermediate), they have
a common artistic aim: to
connect musical
expression with poetic
inspiration. In
particular, these pieces
meditate on the emotional
connection between our
interior life and the
vast and varied
landscapes of the natural
world all around us.
While composing I found
myself re-reading
Kathleen Raine (one of my
favourite poets) and was
struck by her statement
(in the foreword to her
,,Selected Poems):
,,'Nature-poetry' is not
what we write about
nature, but rather the
language of images in
which nature daily speaks
to us of the timeless,
age-old mystery in which
we participate. Nature
communicates today what
it told the earliest of
humankind, and what it
will tell future
generations when our
modern high-rise cities
are no more. Meanings,
moods, the whole scale of
our inner experience,
finds in nature the
'correspondences' through
which we may know our
boundless selves. Nature
is the common, universal
language, understood by
all. What she says about
nature resonates with my
understanding of music,
which also sometimes
affords us an opportunity
to know 'our boundless
selves'. And I am
especially interested in
the way that sounds -
which, as vibrations in
the air, are another
aspect of nature - can
reveal and heighten our
sense of connectedness to
ourselves and our
surroundings. Each
movement is inspired by a
single stanza from the
poem ,,Amo Ergo Sum by
Kathleen Raine, and I
would encourage anyone
playing these pieces to
devote time to
internalising the words
as well as the music, for
they may contain the key
to an accurate
expression. As such, the
relevant words are quoted
at the start of each
score. ,,Inner Landscapes
is dedicated to Joe
Browning, Lexy Oliver and
Omar Shahryar. (Christian
Mason, 2018)
World
premiere of the piano
version: Orleans (8th
Int. Piano Competition of
Orleans ,,Brin d'herbe),
April 14, 2019. $51.95 - Voir plus => AcheterDélais: 3 to 4 weeks | | |
| Transcriptions of Lieder Piano seul Carl Fischer
Chamber Music Piano SKU: CF.PL1056 Composed by Clara Wieck-Schumann, Fran...(+)
Chamber Music Piano
SKU: CF.PL1056
Composed by Clara
Wieck-Schumann, Franz
Schubert, and Robert
Schumann. Edited by
Nicholas Hopkins.
Collection. With Standard
notation. 128 pages. Carl
Fischer Music #PL1056.
Published by Carl Fischer
Music (CF.PL1056).
ISBN 9781491153390.
UPC: 680160910892.
Transcribed by Franz
Liszt. Introduction
It is true that Schubert
himself is somewhat to
blame for the very
unsatisfactory manner in
which his admirable piano
pieces are treated. He
was too immoderately
productive, wrote
incessantly, mixing
insignificant with
important things, grand
things with mediocre
work, paid no heed to
criticism, and always
soared on his wings. Like
a bird in the air, he
lived in music and sang
in angelic fashion.
--Franz Liszt, letter to
Dr. S. Lebert (1868) Of
those compositions that
greatly interest me,
there are only Chopin's
and yours. --Franz Liszt,
letter to Robert Schumann
(1838) She [Clara
Schumann] was astounded
at hearing me. Her
compositions are really
very remarkable,
especially for a woman.
There is a hundred times
more creativity and real
feeling in them than in
all the past and present
fantasias by Thalberg.
--Franz Liszt, letter to
Marie d'Agoult (1838)
Chretien Urhan
(1790-1845) was a
Belgian-born violinist,
organist and composer who
flourished in the musical
life of Paris in the
early nineteenth century.
According to various
accounts, he was deeply
religious, harshly
ascetic and wildly
eccentric, though revered
by many important and
influential members of
the Parisian musical
community. Regrettably,
history has forgotten
Urhan's many musical
achievements, the most
important of which was
arguably his pioneering
work in promoting the
music of Franz Schubert.
He devoted much of his
energies to championing
Schubert's music, which
at the time was unknown
outside of Vienna.
Undoubtedly, Urhan was
responsible for
stimulating this
enthusiasm in Franz
Liszt; Liszt regularly
heard Urhan's organ
playing in the
St.-Vincent-de-Paul
church in Paris, and the
two became personal
acquaintances. At
eighteen years of age,
Liszt was on the verge of
establishing himself as
the foremost pianist in
Europe, and this
awakening to Schubert's
music would prove to be a
profound experience.
Liszt's first travels
outside of his native
provincial Hungary were
to Vienna in 1821-1823,
where his father enrolled
him in studies with Carl
Czerny (piano) and
Antonio Salieri (music
theory). Both men had
important involvements
with Schubert; Czerny
(like Urhan) as performer
and advocate of
Schubert's music and
Salieri as his theory and
composition teacher from
1813-1817. Curiously,
Liszt and Schubert never
met personally, despite
their geographical
proximity in Vienna
during these years.
Inevitably, legends later
arose that the two had
been personal
acquaintances, although
Liszt would dismiss these
as fallacious: I never
knew Schubert personally,
he was once quoted as
saying. Liszt's initial
exposure to Schubert's
music was the Lieder,
what Urhan prized most of
all. He accompanied the
tenor Benedict
Randhartinger in numerous
performances of
Schubert's Lieder and
then, perhaps realizing
that he could benefit the
composer more on his own
terms, transcribed a
number of the Lieder for
piano solo. Many of these
transcriptions he would
perform himself on
concert tour during the
so-called Glanzzeit, or
time of splendor from
1839-1847. This publicity
did much to promote
reception of Schubert's
music throughout Europe.
Once Liszt retired from
the concert stage and
settled in Weimar as a
conductor in the 1840s,
he continued to perform
Schubert's orchestral
music, his Symphony No. 9
being a particular
favorite, and is credited
with giving the world
premiere performance of
Schubert's opera Alfonso
und Estrella in 1854. At
this time, he
contemplated writing a
biography of the
composer, which
regrettably remained
uncompleted. Liszt's
devotion to Schubert
would never waver.
Liszt's relationship with
Robert and Clara Schumann
was far different and far
more complicated; by
contrast, they were all
personal acquaintances.
What began as a
relationship of mutual
respect and admiration
soon deteriorated into
one of jealousy and
hostility, particularly
on the Schumann's part.
Liszt's initial contact
with Robert's music
happened long before they
had met personally, when
Liszt published an
analysis of Schumann's
piano music for the
Gazette musicale in 1837,
a gesture that earned
Robert's deep
appreciation. In the
following year Clara met
Liszt during a concert
tour in Vienna and
presented him with more
of Schumann's piano
music. Clara and her
father Friedrich Wieck,
who accompanied Clara on
her concert tours, were
quite taken by Liszt: We
have heard Liszt. He can
be compared to no other
player...he arouses
fright and astonishment.
His appearance at the
piano is indescribable.
He is an original...he is
absorbed by the piano.
Liszt, too, was impressed
with Clara--at first the
energy, intelligence and
accuracy of her piano
playing and later her
compositions--to the
extent that he dedicated
to her the 1838 version
of his Etudes d'execution
transcendante d'apres
Paganini. Liszt had a
closer personal
relationship with Clara
than with Robert until
the two men finally met
in 1840. Schumann was
astounded by Liszt's
piano playing. He wrote
to Clara that Liszt had
played like a god and had
inspired indescribable
furor of applause. His
review of Liszt even
included a heroic
personification with
Napoleon. In Leipzig,
Schumann was deeply
impressed with Liszt's
interpretations of his
Noveletten, Op. 21 and
Fantasy in C Major, Op.
17 (dedicated to Liszt),
enthusiastically
observing that, I feel as
if I had known you twenty
years. Yet a variety of
events followed that
diminished Liszt's glory
in the eyes of the
Schumanns. They became
critical of the cult-like
atmosphere that arose
around his recitals, or
Lisztomania as it came to
be called; conceivably,
this could be attributed
to professional jealousy.
Clara, in particular,
came to loathe Liszt,
noting in a letter to
Joseph Joachim, I despise
Liszt from the depths of
my soul. She recorded a
stunning diary entry a
day after Liszt's death,
in which she noted, He
was an eminent keyboard
virtuoso, but a dangerous
example for the
young...As a composer he
was terrible. By
contrast, Liszt did not
share in these negative
sentiments; no evidence
suggests that he had any
ill-regard for the
Schumanns. In Weimar, he
did much to promote
Schumann's music,
conducting performances
of his Scenes from Faust
and Manfred, during a
time in which few
orchestras expressed
interest, and premiered
his opera Genoveva. He
later arranged a benefit
concert for Clara
following Robert's death,
featuring Clara as
soloist in Robert's Piano
Concerto, an event that
must have been
exhilarating to witness.
Regardless, her opinion
of him would never
change, despite his
repeated gestures of
courtesy and respect.
Liszt's relationship with
Schubert was a spiritual
one, with music being the
one and only link between
the two men. That with
the Schumanns was
personal, with music
influenced by a hero
worship that would
aggravate the
relationship over time.
Nonetheless, Liszt would
remain devoted to and
enthusiastic for the
music and achievements of
these composers. He would
be a vital force in
disseminating their music
to a wider audience, as
he would be with many
other composers
throughout his career.
His primary means for
accomplishing this was
the piano transcription.
Liszt and the
Transcription
Transcription versus
Paraphrase Transcription
and paraphrase were
popular terms in
nineteenth-century music,
although certainly not
unique to this period.
Musicians understood that
there were clear
distinctions between
these two terms, but as
is often the case these
distinctions could be
blurred. Transcription,
literally writing over,
entails reworking or
adapting a piece of music
for a performance medium
different from that of
its original; arrangement
is a possible synonym.
Adapting is a key part of
this process, for the
success of a
transcription relies on
the transcriber's ability
to adapt the piece to the
different medium. As a
result, the pre-existing
material is generally
kept intact, recognizable
and intelligible; it is
strict, literal,
objective. Contextual
meaning is maintained in
the process, as are
elements of style and
form. Paraphrase, by
contrast, implies
restating something in a
different manner, as in a
rewording of a document
for reasons of clarity.
In nineteenth-century
music, paraphrasing
indicated elaborating a
piece for purposes of
expressive virtuosity,
often as a vehicle for
showmanship. Variation is
an important element, for
the source material may
be varied as much as the
paraphraser's imagination
will allow; its purpose
is metamorphosis.
Transcription is adapting
and arranging;
paraphrasing is
transforming and
reworking. Transcription
preserves the style of
the original; paraphrase
absorbs the original into
a different style.
Transcription highlights
the original composer;
paraphrase highlights the
paraphraser.
Approximately half of
Liszt's compositional
output falls under the
category of transcription
and paraphrase; it is
noteworthy that he never
used the term
arrangement. Much of his
early compositional
activities were
transcriptions and
paraphrases of works of
other composers, such as
the symphonies of
Beethoven and Berlioz,
vocal music by Schubert,
and operas by Donizetti
and Bellini. It is
conceivable that he
focused so intently on
work of this nature early
in his career as a means
to perfect his
compositional technique,
although transcription
and paraphrase continued
well after the technique
had been mastered; this
might explain why he
drastically revised and
rewrote many of his
original compositions
from the 1830s (such as
the Transcendental Etudes
and Paganini Etudes) in
the 1850s. Charles Rosen,
a sympathetic interpreter
of Liszt's piano works,
observes, The new
revisions of the
Transcendental Etudes are
not revisions but concert
paraphrases of the old,
and their art lies in the
technique of
transformation. The
Paganini etudes are piano
transcriptions of violin
etudes, and the
Transcendental Etudes are
piano transcriptions of
piano etudes. The
principles are the same.
He concludes by noting,
Paraphrase has shaded off
into
composition...Composition
and paraphrase were not
identical for him, but
they were so closely
interwoven that
separation is impossible.
The significance of
transcription and
paraphrase for Liszt the
composer cannot be
overstated, and the
mutual influence of each
needs to be better
understood. Undoubtedly,
Liszt the composer as we
know him today would be
far different had he not
devoted so much of his
career to transcribing
and paraphrasing the
music of others. He was
perhaps one of the first
composers to contend that
transcription and
paraphrase could be
genuine art forms on
equal par with original
pieces; he even claimed
to be the first to use
these two terms to
describe these classes of
arrangements. Despite the
success that Liszt
achieved with this type
of work, others viewed it
with circumspection and
criticism. Robert
Schumann, although deeply
impressed with Liszt's
keyboard virtuosity, was
harsh in his criticisms
of the transcriptions.
Schumann interpreted them
as indicators that
Liszt's virtuosity had
hindered his
compositional development
and suggested that Liszt
transcribed the music of
others to compensate for
his own compositional
deficiencies.
Nonetheless, Liszt's
piano transcriptions,
what he sometimes called
partitions de piano (or
piano scores), were
instrumental in promoting
composers whose music was
unknown at the time or
inaccessible in areas
outside of major European
capitals, areas that
Liszt willingly toured
during his Glanzzeit. To
this end, the
transcriptions had to be
literal arrangements for
the piano; a Beethoven
symphony could not be
introduced to an
unknowing audience if its
music had been subjected
to imaginative
elaborations and
variations. The same
would be true of the 1833
transcription of
Berlioz's Symphonie
fantastique (composed
only three years
earlier), the
astonishingly novel
content of which would
necessitate a literal and
intelligible rendering.
Opera, usually more
popular and accessible
for the general public,
was a different matter,
and in this realm Liszt
could paraphrase the
original and manipulate
it as his imagination
would allow without
jeopardizing its
reception; hence, the
paraphrases on the operas
of Bellini, Donizetti,
Mozart, Meyerbeer and
Verdi. Reminiscence was
another term coined by
Liszt for the opera
paraphrases, as if the
composer were reminiscing
at the keyboard following
a memorable evening at
the opera. Illustration
(reserved on two
occasions for Meyerbeer)
and fantasy were
additional terms. The
operas of Wagner were
exceptions. His music was
less suited to paraphrase
due to its general lack
of familiarity at the
time. Transcription of
Wagner's music was thus
obligatory, as it was of
Beethoven's and Berlioz's
music; perhaps the
composer himself insisted
on this approach. Liszt's
Lieder Transcriptions
Liszt's initial
encounters with
Schubert's music, as
mentioned previously,
were with the Lieder. His
first transcription of a
Schubert Lied was Die
Rose in 1833, followed by
Lob der Tranen in 1837.
Thirty-nine additional
transcriptions appeared
at a rapid pace over the
following three years,
and in 1846, the Schubert
Lieder transcriptions
would conclude, by which
point he had completed
fifty-eight, the most of
any composer. Critical
response to these
transcriptions was highly
favorable--aside from the
view held by
Schumann--particularly
when Liszt himself played
these pieces in concert.
Some were published
immediately by Anton
Diabelli, famous for the
theme that inspired
Beethoven's variations.
Others were published by
the Viennese publisher
Tobias Haslinger (one of
Beethoven's and
Schubert's publishers in
the 1820s), who sold his
reserves so quickly that
he would repeatedly plead
for more. However,
Liszt's enthusiasm for
work of this nature soon
became exhausted, as he
noted in a letter of 1839
to the publisher
Breitkopf und Hartel:
That good Haslinger
overwhelms me with
Schubert. I have just
sent him twenty-four new
songs (Schwanengesang and
Winterreise), and for the
moment I am rather tired
of this work. Haslinger
was justified in his
demands, for the Schubert
transcriptions were
received with great
enthusiasm. One Gottfried
Wilhelm Fink, then editor
of the Allgemeine
musikalische Zeitung,
observed of these
transcriptions: Nothing
in recent memory has
caused such sensation and
enjoyment in both
pianists and audiences as
these arrangements...The
demand for them has in no
way been satisfied; and
it will not be until
these arrangements are
seen on pianos
everywhere. They have
indeed made quite a
splash. Eduard Hanslick,
never a sympathetic
critic of Liszt's music,
acknowledged thirty years
after the fact that,
Liszt's transcriptions of
Schubert Lieder were
epoch-making. There was
hardly a concert in which
Liszt did not have to
play one or two of
them--even when they were
not listed on the
program. These
transcriptions quickly
became some of his most
sough-after pieces,
despite their extreme
technical demands.
Leading pianists of the
day, such as Clara Wieck
and Sigismond Thalberg,
incorporated them into
their concert programs
immediately upon
publication. Moreover,
the transcriptions would
serve as inspirations for
other composers, such as
Stephen Heller, Cesar
Franck and later Leopold
Godowsky, all of whom
produced their own
transcriptions of
Schubert's Lieder. Liszt
would transcribe the
Lieder of other composers
as well, including those
by Mendelssohn, Chopin,
Anton Rubinstein and even
himself. Robert Schumann,
of course, would not be
ignored. The first
transcription of a
Schumann Lied was the
celebrated Widmung from
Myrten in 1848, the only
Schumann transcription
that Liszt completed
during the composer's
lifetime. (Regrettably,
there is no evidence of
Schumann's regard of this
transcription, or even if
he was aware of it.) From
the years 1848-1881,
Liszt transcribed twelve
of Robert Schumann's
Lieder (including one
orchestral Lied) and
three of Clara (one from
each of her three
published Lieder cycles);
he would transcribe no
other works of these two
composers. The Schumann
Lieder transcriptions,
contrary to those of
Schubert, are literal
arrangements, posing, in
general, far fewer
demands on the pianist's
technique. They are
comparatively less
imaginative in their
treatment of the original
material. Additionally,
they seem to have been
less valued in their day
than the Schubert
transcriptions, and it is
noteworthy that none of
the Schumann
transcriptions bear
dedications, as most of
the Schubert
transcriptions do. The
greatest challenge posed
by Lieder transcriptions,
regardless of the
composer or the nature of
the transcription, was to
combine the vocal and
piano parts of the
original such that the
character of each would
be preserved, a challenge
unique to this form of
transcription. Each part
had to be intact and
aurally recognizable, the
vocal line in particular.
Complications could be
manifold in a Lied that
featured dissimilar
parts, such as Schubert's
Auf dem Wasser zu singen,
whose piano accompaniment
depicts the rocking of
the boat on the
shimmering waves while
the vocal line reflects
on the passing of time.
Similar complications
would be encountered in
Gretchen am Spinnrade, in
which the ubiquitous
sixteenth-note pattern in
the piano's right hand
epitomizes the
ever-turning spinning
wheel over which the
soprano voice expresses
feelings of longing and
heartache. The resulting
transcriptions for solo
piano would place
exceptional demands on
the pianist. The
complications would be
far less imposing in
instances in which voice
and piano were less
differentiated, as in
many of Schumann's Lieder
that Liszt transcribed.
The piano parts in these
Lieder are true
accompaniments for the
voice, providing harmonic
foundation and rhythmic
support by doubling the
vocal line throughout.
The transcriptions, thus,
are strict and literal,
with far fewer demands on
both pianist and
transcriber. In all of
Liszt's Lieder
transcriptions,
regardless of the way in
which the two parts are
combined, the melody
(i.e. the vocal line) is
invariably the focal
point; the melody should
sing on the piano, as if
it were the voice. The
piano part, although
integral to contributing
to the character of the
music, is designed to
function as
accompaniment. A singing
melody was a crucial
objective in
nineteenth-century piano
performance, which in
part might explain the
zeal in transcribing and
paraphrasing vocal music
for the piano. Friedrich
Wieck, father and teacher
of Clara Schumann,
stressed this point
repeatedly in his 1853
treatise Clavier und
Gesang (Piano and Song):
When I speak in general
of singing, I refer to
that species of singing
which is a form of
beauty, and which is a
foundation for the most
refined and most perfect
interpretation of music;
and, above all things, I
consider the culture of
beautiful tones the basis
for the finest possible
touch on the piano. In
many respects, the piano
and singing should
explain and supplement
each other. They should
mutually assist in
expressing the sublime
and the noble, in forms
of unclouded beauty. Much
of Liszt's piano music
should be interpreted
with this concept in
mind, the Lieder
transcriptions and opera
paraphrases, in
particular. To this end,
Liszt provided numerous
written instructions to
the performer to
emphasize the vocal line
in performance, with
Italian directives such
as un poco marcato il
canto, accentuato assai
il canto and ben
pronunziato il canto.
Repeated indications of
cantando,singend and
espressivo il canto
stress the significance
of the singing tone. As
an additional means of
achieving this and
providing the performer
with access to the
poetry, Liszt insisted,
at what must have been a
publishing novelty at the
time, on printing the
words of the Lied in the
music itself. Haslinger,
seemingly oblivious to
Liszt's intent, initially
printed the poems of the
early Schubert
transcriptions separately
inside the front covers.
Liszt argued that the
transcriptions must be
reprinted with the words
underlying the notes,
exactly as Schubert had
done, a request that was
honored by printing the
words above the
right-hand staff. Liszt
also incorporated a
visual scheme for
distinguishing voice and
accompaniment, influenced
perhaps by Chopin, by
notating the
accompaniment in cue
size. His transcription
of Robert Schumann's
Fruhlings Ankunft
features the vocal line
in normal size, the piano
accompaniment in reduced
size, an unmistakable
guide in a busy texture
as to which part should
be emphasized: Example 1.
Schumann-Liszt Fruhlings
Ankunft, mm. 1-2. The
same practice may be
found in the
transcription of
Schumann's An die Turen
will ich schleichen. In
this piece, the performer
must read three staves,
in which the baritone
line in the central staff
is to be shared between
the two hands based on
the stem direction of the
notes: Example 2.
Schumann-Liszt An die
Turen will ich
schleichen, mm. 1-5. This
notational practice is
extremely beneficial in
this instance, given the
challenge of reading
three staves and the
manner in which the vocal
line is performed by the
two hands. Curiously,
Liszt did not use this
practice in other
transcriptions.
Approaches in Lieder
Transcription Liszt
adopted a variety of
approaches in his Lieder
transcriptions, based on
the nature of the source
material, the ways in
which the vocal and piano
parts could be combined
and the ways in which the
vocal part could sing.
One approach, common with
strophic Lieder, in which
the vocal line would be
identical in each verse,
was to vary the register
of the vocal part. The
transcription of Lob der
Tranen, for example,
incorporates three of the
four verses of the
original Lied, with the
register of the vocal
line ascending one octave
with each verse (from low
to high), as if three
different voices were
participating. By the
conclusion, the music
encompasses the entire
range of Liszt's keyboard
to produce a stunning
climactic effect, and the
variety of register of
the vocal line provides a
welcome textural variety
in the absence of the
words. The three verses
of the transcription of
Auf dem Wasser zu singen
follow the same approach,
in which the vocal line
ascends from the tenor,
to the alto and to the
soprano registers with
each verse.
Fruhlingsglaube adopts
the opposite approach, in
which the vocal line
descends from soprano in
verse 1 to tenor in verse
2, with the second part
of verse 2 again resuming
the soprano register;
this is also the case in
Das Wandern from
Mullerlieder. Gretchen am
Spinnrade posed a unique
problem. Since the poem's
narrator is female, and
the poem represents an
expression of her longing
for her lover Faust,
variation of the vocal
line's register, strictly
speaking, would have been
impractical. For this
reason, the vocal line
remains in its original
register throughout,
relentlessly colliding
with the sixteenth-note
pattern of the
accompaniment. One
exception may be found in
the fifth and final verse
in mm. 93-112, at which
point the vocal line is
notated in a higher
register and doubled in
octaves. This sudden
textural change, one that
is readily audible, was a
strategic means to
underscore Gretchen's
mounting anxiety (My
bosom urges itself toward
him. Ah, might I grasp
and hold him! And kiss
him as I would wish, at
his kisses I should
die!). The transcription,
thus, becomes a vehicle
for maximizing the
emotional content of the
poem, an exceptional
undertaking with the
general intent of a
transcription. Registral
variation of the vocal
part also plays a crucial
role in the transcription
of Erlkonig. Goethe's
poem depicts the death of
a child who is
apprehended by a
supernatural Erlking, and
Schubert, recognizing the
dramatic nature of the
poem, carefully depicted
the characters (father,
son and Erlking) through
unique vocal writing and
accompaniment patterns:
the Lied is a dramatic
entity. Liszt, in turn,
followed Schubert's
characterization in this
literal transcription,
yet took it an additional
step by placing the
register of the father's
vocal line in the
baritone range, that of
the son in the soprano
range and that of the
Erlking in the highest
register, options that
would not have been
available in the version
for voice and piano.
Additionally, Liszt
labeled each appearance
of each character in the
score, a means for
guiding the performer in
interpreting the dramatic
qualities of the Lied. As
a result, the drama and
energy of the poem are
enhanced in this
transcription; as with
Gretchen am Spinnrade,
the transcriber has
maximized the content of
the original. Elaboration
may be found in certain
Lieder transcriptions
that expand the
performance to a level of
virtuosity not found in
the original; in such
cases, the transcription
approximates the
paraphrase. Schubert's Du
bist die Ruh, a paradigm
of musical simplicity,
features an uncomplicated
piano accompaniment that
is virtually identical in
each verse. In Liszt's
transcription, the
material is subjected to
a highly virtuosic
treatment that far
exceeds the original,
including a demanding
passage for the left hand
alone in the opening
measures and unique
textural writing in each
verse. The piece is a
transcription in
virtuosity; its art, as
Rosen noted, lies in the
technique of
transformation.
Elaboration may entail an
expansion of the musical
form, as in the extensive
introduction to Die
Forelle and a virtuosic
middle section (mm.
63-85), both of which are
not in the original. Also
unique to this
transcription are two
cadenzas that Liszt
composed in response to
the poetic content. The
first, in m. 93 on the
words und eh ich es
gedacht (and before I
could guess it), features
a twisted chromatic
passage that prolongs and
thereby heightens the
listener's suspense as to
the fate of the trout
(which is ultimately
caught). The second, in
m. 108 on the words
Betrogne an (and my blood
boiled as I saw the
betrayed one), features a
rush of
diminished-seventh
arpeggios in both hands,
epitomizing the poet's
rage at the fisherman for
catching the trout. Less
frequent are instances in
which the length of the
original Lied was
shortened in the
transcription, a tendency
that may be found with
certain strophic Lieder
(e.g., Der Leiermann,
Wasserflut and Das
Wandern). Another
transcription that
demonstrates Liszt's
readiness to modify the
original in the interests
of the poetic content is
Standchen, the seventh
transcription from
Schubert's
Schwanengesang. Adapted
from Act II of
Shakespeare's Cymbeline,
the poem represents the
repeated beckoning of a
man to his lover. Liszt
transformed the Lied into
a miniature drama by
transcribing the vocal
line of the first verse
in the soprano register,
that of the second verse
in the baritone register,
in effect, creating a
dialogue between the two
lovers. In mm. 71-102,
the dialogue becomes a
canon, with one voice
trailing the other like
an echo (as labeled in
the score) at the
distance of a beat. As in
other instances, the
transcription resembles
the paraphrase, and it is
perhaps for this reason
that Liszt provided an
ossia version that is
more in the nature of a
literal transcription.
The ossia version, six
measures shorter than
Schubert's original, is
less demanding
technically than the
original transcription,
thus representing an
ossia of transcription
and an ossia of piano
technique. The Schumann
Lieder transcriptions, in
general, display a less
imaginative treatment of
the source material.
Elaborations are less
frequently encountered,
and virtuosity is more
restricted, as if the
passage of time had
somewhat tamed the
composer's approach to
transcriptions;
alternatively, Liszt was
eager to distance himself
from the fierce
virtuosity of his early
years. In most instances,
these transcriptions are
literal arrangements of
the source material, with
the vocal line in its
original form combined
with the accompaniment,
which often doubles the
vocal line in the
original Lied. Widmung,
the first of the Schumann
transcriptions, is one
exception in the way it
recalls the virtuosity of
the Schubert
transcriptions of the
1830s. Particularly
striking is the closing
section (mm. 58-73), in
which material of the
opening verse (right
hand) is combined with
the triplet quarter notes
(left hand) from the
second section of the
Lied (mm. 32-43), as if
the transcriber were
attempting to reconcile
the different material of
these two sections.
Fruhlingsnacht resembles
a paraphrase by
presenting each of the
two verses in differing
registers (alto for verse
1, mm. 3-19, and soprano
for verse 2, mm. 20-31)
and by concluding with a
virtuosic section that
considerably extends the
length of the original
Lied. The original
tonalities of the Lieder
were generally retained
in the transcriptions,
showing that the tonality
was an important part of
the transcription
process. The infrequent
instances of
transposition were done
for specific reasons. In
1861, Liszt transcribed
two of Schumann's Lieder,
one from Op. 36 (An den
Sonnenschein), another
from Op. 27 (Dem roten
Roslein), and merged
these two pieces in the
collection 2 Lieder; they
share only the common
tonality of A major. His
choice for combining
these two Lieder remains
unknown, but he clearly
recognized that some
tonal variety would be
needed, for which reason
Dem roten Roslein was
transposed to C>= major.
The collection features
An den Sonnenschein in A
major (with a transition
to the new tonality),
followed by Dem roten
Roslein in C>= major
(without a change of key
signature), and
concluding with a reprise
of An den Sonnenschein in
A major. A three-part
form was thus established
with tonal variety
provided by keys in third
relations (A-C>=-A); in
effect, two of Schumann's
Lieder were transcribed
into an archetypal song
without words. In other
instances, Liszt treated
tonality and tonal
organization as important
structural ingredients,
particularly in the
transcriptions of
Schubert's Lieder cycles,
i.e. Schwanengesang,
Winterreise a... $32.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Isthmus Chorale SATB [Conducteur] University Of York Music Press
SATB Choir SKU: BT.MUSM570368679 For choir and fixed media. Compos...(+)
SATB Choir SKU:
BT.MUSM570368679
For choir and fixed
media. Composed by
Evis Sammoutis. Score
Only. Composed 2019. 14
pages. University of York
Music Press
#MUSM570368679. Published
by University of York
Music Press
(BT.MUSM570368679).
Isthmus denotes
a narrow strip of land
with sea on either side,
forming a link between
two larger ars of land.
The title is a metaphor
for an effort to bond
artistically my
experiences of living in
Cyprus, my birthplace,
and in the USA, my
recently adopted
homeland. Having lived in
a small, partitioned
island for my formative
years and in England for
eleven years, water has
always had a double
meaning: it has at once
served as a gateway to
other cultures but also
as a border, a violent
and absolute interruption
of a continuum. While in
the USA, or indeed in a
now connected Europe, it
is possible to travel on
land for days without
having to encounter a
border, in the countries
where I lived for most of
my life, that was not
possible. As an artist,
this notion of
establishing boundaries
and consciously trying to
break them is very close
to me, as my music deals
both with modernity but
also with tradition and,
similarly, with metaphor
and reality. As a
Cypriot, the sea, the
world of antiquity, the
mysteries of the oracles,
the notion of borders and
the pastoral are all very
central to my way of
thinking. In Cyprus,
different layers of
history are frequently
superimposed on a single
building that might still
preserve its Roman,
Byzantine, Venetian and
Ottoman features in its
layers of stone and
architecture. Similarly,
ancient ruins or the
barbed wire of modern
conflict often interrupt
placid fields. An
isthmus, therefore, can
be seen to symbolize my
artistic struggle to join
strikingly different
experiences and notions
in a cohesive way.
Similar to an isthmus, in
this short piece, I
connect these experiences
with the purpose of
creating a distinct and
unique sonic context,
connecting technology and
tradition, the pastoral
with the urban, the
musical with the
extra-musical and the
abstract with the
concrete. For example,
the choir does not always
sing in the traditional
sense, but the singers
imitate various natural
sounds, such as water,
air, crickets or birds,
to create a vivid visual
impression for the work.
Scandinavian herding
calls blend with field
recordings from the seas
of Cyprus and the lakes
of Upstate New York,
communicated within
clearly defined, singular
acoustic sources and
spaces through wireless
speakers. The text used
is both onomatopoeic,
articulating an imaginary
language, but also
literal, with a setting
of the poem, “To make a
prairie” by the iconic
American poet Emily
Dickinson and a tiny
fragment from
Callimachus’ “Hymn to
Demeter.” Technology is
used sparsely and very
intentionally to
articulate the expressive
qualities of pastoral
imagery, creating one
unified synthetic timbre
with the choristers’
sounds. This piece is
dedicated to the
wonderful singers of the
Georgia Institute of
Technology Chamber Choir
with special thanks to
Professors Hsu and
Ulrich, without whose
support this composition
would not have been
possible. Practical
notes: A choir of no
less than 24 singers is
sought with 4 additional
soloists (2 Sopranos and
2 Altos). Each singer
must have their own
wireless speaker, secured
either in the music
folder or as a strap
inside their shirts. All
sounds must match in
volume the sound from the
speakers, creating one
unified timbre. The
speakers should not be
noticeable to the public.
The four soloists are
placed offstage at the
beginning of the work.
From 1:35’ onwards they
enter the hall and take
their positions, ideally
at the four corners of
the hall. If the hall is
too large, the singers
can find alternate
positions, but these
should always be
antiphonal. The four
soloists sing
predominantly in the
“kulning” style and
the antiphonal aspect is
very important to the
work. There are two sound
files for each section
(SATB) that are triggered
by each singer’s mobile
device. The first occurs
at the start of the
piece, and the second,
about a minute before the
end. The sound files are
able to be purchased
separately, on CD, or are
available directly from
UYMP. $5.95 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| Folk Blues Schott
Guitar; Piano; Voice SKU: HL.49032219 113 American Folk Blues. Edi...(+)
Guitar; Piano; Voice
SKU: HL.49032219
113 American Folk
Blues. Edited by
Jerry Silverman. This
edition: Paperback/Soft
Cover. Sheet music.
Edition Schott. Blues.
Playing score. 262 pages.
Schott Music #ED 6837.
Published by Schott Music
(HL.49032219). ISBN
9790001072403. UPC:
884088055837.
8.25x11.75x0.76 inches.
German -
English. Voice,
Piano and Guitar. $31.00 - Voir plus => Acheter | | |
| Sir Duke Orchestre d'harmonie [Conducteur] - Intermédiaire De Haske Publications
Concert Band/Harmonie - Grade 4 SKU: BT.DHP-1002550-210 Composed by Stevi...(+)
Concert Band/Harmonie -
Grade 4 SKU:
BT.DHP-1002550-210
Composed by Stevie
Wonder. New Sounds for
Concert Band. Pop & Rock.
Score Only. Composed
2000. De Haske
Publications #DHP
1002550-210. Published by
De Haske Publications
(BT.DHP-1002550-210).
De
voortreffelijke
singer-songwriter Stevie
Wonder vermengde
Afro-Amerikaanse
tradities met R&B en
rock. Met karakteristieke
keyboardpartijen en
gesyncopeerde funkritmes
heeft hij veel invloed
gehad op de hedendaagse
soulmuziek. Hijschreef
vele hits, waaronder
You Are the Sunshine
of My Life en I
Just Called to Say I Love
You. Het nummer
Sir Duke is een
muzikaal eerbetoon aan de
legendarische componist
en jazzmuzikant Duke
Ellington.Een juweeltje
van melodieuze
soul!
Stevie
Wonder ist ein
hervorragender
Textschreiber, Komponist
und Musiker. Er vermischt
afroamerikanische
Traditionen mit Rhythm,
Blues und Rock zu
Soulmusik wie kein
anderer. Songs, wie
You Are the Sunshine
of My Life oder I
Just Call to Say I Love
You wurden zu
Welterfolgen. Sir
Duke ist Stevie
Wonders musikalische
Hommage an den
legendären Jazzer Duke
Ellington. $19.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Simple Gifts: Four Shaker Songs 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 9:00. Published
by Manhattan Beach Music.
$250.00 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| Live On - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 2
SKU: CF.YAS182
Composed by Larry Clark.
Young String Orchestra.
Set of Score and Parts.
With Standard notation.
16+16+10+4+3+10+10+12
pages. Duration 3
minutes, 32 seconds. Carl
Fischer Music #YAS182.
Published by Carl Fischer
Music (CF.YAS182).
ISBN 9781491151471.
UPC: 680160908974. 9 x 12
inches. Key: G
major. The title,
Live On, by Larry Clark,
is taken from Chrissie
Pinney's poem about grief
and loss. The piece is
meant to depict the
personality of Linda
Mann, to whom it is
dedicated. The opening is
poignant and pensive,
followed by a whimsical
theme which alludes to
happy thoughts of a life
well-lived. The piece
builds to a
triumphant?conclusion
based on an augmented
version of the
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 Manns
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
Lindas 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. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
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
Clark Lakeland, FL
2017 . 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.A Linda Mannas
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 adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a 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.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A 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.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A 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. aLarry
Clark Lakeland, FL
2017 . 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.A Linda Mannas
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 adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a 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.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A 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.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A 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. aLarry
Clark Lakeland, FL
2017 . 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. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
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
Clark Lakeland, FL
2017 . 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. That
poem is entitled Live On
by Chrissie Pinney. Live
On Now as I live on
Without you I hope to
keep The pieces of you
That I loved so dearly
Your mannerisms And
compassionate character
And smiles through
struggle So that you May
live on too -Chrissie
Pinney I 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 Clark Lakeland, FL
2017. 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.
About Carl
Fischer Young String
Orchestra
Series Thi
s series of Grade 2/Grade
2.5 pieces is designed
for second and third year
ensembles. The pieces in
this series are
characterized
by: --Occasionally
extending to third
position --Keys
carefully considered for
appropriate
difficulty --Addition
of separate 2nd violin
and viola
parts --Viola T.C.
part
included --Increase
in independence of parts
over beginning levels $55.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Qua Resurget Ex Favilla Cor anglais, Piano Theodore Presser Co.
Chamber Music oboe SKU: PR.114422520 Sonata for Oboe and Piano. Co...(+)
Chamber Music oboe
SKU: PR.114422520
Sonata for Oboe and
Piano. Composed by
Katherine Needleman. Set
of Score and Parts. 24+8
pages. Duration 15:45.
Theodore Presser Company
#114-42252. Published by
Theodore Presser Company
(PR.114422520). ISBN
9781491134788. UPC:
680160683833. After
decades as a renowned
oboe virtuoso, Katherine
Needleman was improvising
at the piano during the
quarantine summer of 2020
when her ideas congealed
in a powerful way. Within
a week she completed a
16-minute oboe sonata
inspired by the
world’s
overlapping crises. This
riveting three-movement
sonata bears the title
qua resurget ex favilla,
drawn from the Dies Irae
text referring to rising
back from ashes.
Needleman won the
International Double Reed
Society’s
Inaugural Commissioning
Competition by entering
her own recording of this
work, performing as
both oboist and pianist
from her living room. As
a result, IDRS
commissioned her to
compose a new work for
English horn and piano
which was premiered at
their 2021 Virtual
Symposium and programmed
for the live 2022
convention. I’m
not exactly sure how, in
a life consumed by music,
I never put anything on
paper between the time I
stopped at age 10 and the
age of 42. I mean, I have
some ideas why, but that
could easily dissolve
into a feminist manifesto
or a condemnation of my
musical education and the
overwhelming culture of
American oboe playing,
the vehicle through which
I’ve made a living
my entire adult life.
Rather than go there, I
will just say this is the
first piece I put on
paper in my adult
life.Six months into
COVID-19 lockdown in the
US, the world was feeling
pretty weird. I had
familiarized myself with
the music notation
program, Sibelius, for
recent arranging
projects. I had written
some mockeries of A.M.R.
Barret oboe etudes in
response to an assignment
I was given (and did
appropriately first).
When I descended into a
dark chorale in the
middle of the fourth
mockery, I realized I
needed a new vehicle. I
wrote a short, ridiculous
piece for my
husband’s
birthday, and then, the
next night, when
improvising at the piano,
like I’ve done
since I was seven years
old, this piece came to
me. However, this time, I
sketched it out into
Sibelius. Over the course
of the next week, I found
notating and picking
permanent, official notes
to enter into the
computer challenging. But
it was all done on paper
in seven days, and I took
another few for dynamics
and articulations
thinking they might be
useful for someone else,
if I would ever be lucky
enough for someone else
to play it.I don’t
have much to say about
the music of qua resurget
ex favilla itself.
It’s a personal
statement couched in the
feelings of that time.
The US presidential
election was looming
large and ugly in my
mind, well, that and the
end of life as we knew
it, but I also had some
bizarre feeling that
everything would be
okay. $24.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Smyccovy kvartet c. 2 "Listy duverne" - String Quartet Nr. 2 "Intime Briefe" Quatuor à cordes: 2 violons, alto, violoncelle Barenreiter
2 violins, viola, cello (Violins (2), Viola, Violoncello) SKU: BA.BA06857 ...(+)
2 violins, viola, cello
(Violins (2), Viola,
Violoncello) SKU:
BA.BA06857 Composed
by Leos Janacek. Edited
by Leoš Faltus and
Miloš Štedron. This
edition: complete
edition, urtext edition.
Linen. Complete Critical
Edition of the Works of
Leos Janacek E/4.
Complete edition, Score,
Set of parts. Composed
1928. No. 2. Duration 26
minutes. Baerenreiter
Verlag #BA06857_00.
Published by Baerenreiter
Verlag (BA.BA06857).
ISBN 9790260100503.
34.3 x 27 cm
inches. Janácek
€™s 2nd String
Quartet, “Intimate
Lettersâ€, is
regarded as a highlight
of the modern string
quartet literature. It
was written during the
composer’s last
year of life, between 29
January and 19 February
1928, inspired by the
ageing
Janácek’s
exceptional love for
Kamila Stösslová.
The Moravian Quartet
devoted themselves to
this impressive work;
Janácek attended a
total of three of their
rehearsals in May and
June 1928. This had
several consequences,
including his abandoning
his original idea of
using a viola
d’amore.
Af
ter Janácek’s
unexpected death (12
August 1928) the
uncertain genesis of the
work became the greatest
problem of the
“Intimate
Lettersâ€: the
surviving copies were not
definitively
authorised.
The
editors of this new
edition have reverted to
Janácek’s
autograph sketches as the
main, most reliable
source and using these as
a basis, have
reconstructed the work as
it stood at the point of
Janácek’s
death.
The musical
text therefore contains
clear differences in
comparison with older
editions.
About
Barenreiter
Urtext
What can I
expect from a Barenreiter
Urtext
edition?<
/p> MUSICOLOGICA
LLY SOUND - A
reliable musical text
based on all available
sources - A
description of the
sources -
Information on the
genesis and history of
the work - Valuable
notes on performance
practice - Includes
an introduction with
critical commentary
explaining source
discrepancies and
editorial decisions
... AND
PRACTICAL -
Page-turns, fold-out
pages, and cues where you
need them - A
well-presented layout and
a user-friendly
format - Excellent
print quality -
Superior paper and
binding
$235.95 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Er Huang Boosey and Hawkes
Orchestra; Piano (Study Score) SKU: HL.48025214 For Piano and Orchestr...(+)
Orchestra; Piano (Study
Score) SKU:
HL.48025214 For
Piano and Orchestra Study
Score. Composed by
Qigang Chen. Boosey &
Hawkes Scores/Books.
Classical. Softcover. 48
pages. Boosey & Hawkes
#M060135163. Published by
Boosey & Hawkes
(HL.48025214). ISBN
9781784544485. UPC:
196288133421.
8.25x12.0x0.157
inches. Er Huang
was commissioned by
Carnegie Hall, New York
where, in 2009, it
received its world
premiere with solo
pianist Lang Lang and the
Juilliard Orchestra under
the baton of Michael
Tilson Thomas. Chen wrote
about the work, 'Music
has its own life –
for me the germination of
any musical work is like
a tree growing out of the
ground, and the eventual
outcome of this life is
entirely unknowable in
advance.' Commenting on
the connection between Er
Huang and its source of
inspiration, the Er Huang
tunes from the classical
Peking Opera repertoire,
he says that, 'the way I
applied musical elements
from Peking Opera to my
own writing was not
really based on
musicological studies.
Rather, these tunes were
an essential part of my
childhood in Beijing, and
always intertwined with
memories of my family and
the society I lived in at
the time. Many people
from my generation would
be able to hum these
tunes by heart. These
days, however, these
familiar tunes have been
almost entirely
forgotten, as the younger
generation is much more
occupied by western pop
culture. This is why,
when I quote these tunes,
Ioften do so with a great
sense of nostalgia.
Traditional Chinese music
has a very strong
character, and the
organic assimilation of
something that I feel
most akin to, over time,
into my own musical
language, has become an
essential part of my
artistic
expression.'. $40.00 - Voir plus => Acheter | | |
| Live On Orchestre d'harmonie - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Cabasa, Clarinet 1, Clarinet 2, C...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Cabasa, Clarinet 1,
Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute,
Flute 2, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Suspended
Cymbal, Tambourine,
Timpani and more. - Grade
2.5 SKU: CF.YPS212
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. $75.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Sanctuary Piano Trio: piano, violon, violoncelle Theodore Presser Co.
Chamber Music Violin, cello, Piano SKU: PR.114418250 Composed by Stacy Ga...(+)
Chamber Music Violin,
cello, Piano SKU:
PR.114418250 Composed
by Stacy Garrop.
Contemporary. Set of
Score and Parts. With
Standard notation.
Composed 2013. 40+16+16
pages. Duration 23
minutes. Theodore Presser
Company #114-41825.
Published by Theodore
Presser Company
(PR.114418250). UPC:
680160640959. 9 x 12
inches. In 2011,
Barbara Garrop, my
mother, commissioned me
to write a piano trio in
memory of Norman Garrop,
my father, who passed
away about thirty years
ago. When I started
brainstorming about
topics for the piece, I
found it difficult to
recall many moments of my
early life involving my
father. Too many years
had passed, and the
memories that I could
summon were of achild
looking up to her father,
not an adult relating to
an equal. However, while
collecting stories of my
father from various
family members, along
with discovering a number
of objects that had once
belonged to him and that
I had stored away in
boxes decades ago, I
began to realize that
this piece wasn't so much
about my father as it was
about my re-discovering
the man that he was: a
loving husband and dad
who cared deeply about
his family and his
passions (which included
bike riding, collecting
coins, strumming our
guitar, playing baseball,
watching football games,
entertaining people,
helping to run local
theater and puppet
productions, and carving
objects out of wook); an
accountant who dreamed of
a better future: a
treasurer of our local
synagogue; an early
advocate for computers
(we owned an Apple II+);
and a pranster with a
great sense of humor.
Ultimately, I decided to
musically tell the story
of my search for these
memories. In the first
movement (Without), a
child calls out in a
sing-song voice,
searching for her lost
parent. This search
intesifies over the
course of the movement
through a series of
themes, including a
stepping motif in which a
two-note progression
steadily climbs higher, a
pseudo-jewish folksong,
and a passionate longing
theme. The child's search
becomes increasingly
intense throughout the
movement, calling out
fervently and repeatedly
to the parent; the
movement ends in a moment
of great tnesion and
uncertainty. The second
movment (Within) quietly
opens with the lost
parent finally answering,
represented by a solo
cello; the child (now
personified by the
violin) has found the
parent within the
sanctuary of her own
heart. This movement
highlights the joy and
solemnity of this
beautiful discovery.
-S.G. $43.99 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Sanctuary Piano Trio: piano, violon, violoncelle [Conducteur] Theodore Presser Co.
Chamber Music Violin, cello, Piano SKU: PR.11441825S Composed by Stacy Ga...(+)
Chamber Music Violin,
cello, Piano SKU:
PR.11441825S Composed
by Stacy Garrop.
Contemporary. Score. With
Standard notation.
Composed 2013. 40 pages.
Duration 23 minutes.
Theodore Presser Company
#114-41825S. Published by
Theodore Presser Company
(PR.11441825S). UPC:
680160643745. 9 x 12
inches. In 2011,
Barbara Garrop, my
mother, commissioned me
to write a piano trio in
memory of Norman Garrop,
my father, who passed
away about thirty years
ago. When I started
brainstorming about
topics for the piece, I
found it difficult to
recall many moments of my
early life involving my
father. Too many years
had passed, and the
memories that I could
summon were of achild
looking up to her father,
not an adult relating to
an equal. However, while
collecting stories of my
father from various
family members, along
with discovering a number
of objects that had once
belonged to him and that
I had stored away in
boxes decades ago, I
began to realize that
this piece wasn't so much
about my father as it was
about my re-discovering
the man that he was: a
loving husband and dad
who cared deeply about
his family and his
passions (which included
bike riding, collecting
coins, strumming our
guitar, playing baseball,
watching football games,
entertaining people,
helping to run local
theater and puppet
productions, and carving
objects out of wook); an
accountant who dreamed of
a better future: a
treasurer of our local
synagogue; an early
advocate for computers
(we owned an Apple II+);
and a pranster with a
great sense of humor.
Ultimately, I decided to
musically tell the story
of my search for these
memories. In the first
movement (Without), a
child calls out in a
sing-song voice,
searching for her lost
parent. This search
intesifies over the
course of the movement
through a series of
themes, including a
stepping motif in which a
two-note progression
steadily climbs higher, a
pseudo-jewish folksong,
and a passionate longing
theme. The child's search
becomes increasingly
intense throughout the
movement, calling out
fervently and repeatedly
to the parent; the
movement ends in a moment
of great tnesion and
uncertainty. The second
movment (Within) quietly
opens with the lost
parent finally answering,
represented by a solo
cello; the child (now
personified by the
violin) has found the
parent within the
sanctuary of her own
heart. This movement
highlights the joy and
solemnity of this
beautiful discovery.
-S.G. $31.99 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
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