Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, Clarinet 2, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion 1, Mallet Percussion 2, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 2.5

SKU: CF.YPS217F

Composed by Zachary Cairns. Sws. Yps. Full score. 24 pages. Duration 4 minutes, 48 seconds. Carl Fischer Music #YPS217F. Published by Carl Fischer Music (CF.YPS217F).

ISBN 9781491156551. UPC: 680160915095. 9 x 12 inches.

Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn't exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora. As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn't attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus's brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, jar seems to be a more accurate translation for what we commonly call Pandora's box) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope. The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn't it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place? I'm not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I've tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed. Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope's beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin's work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key. Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece's slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn't resist.).
Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn’t exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora.As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn’t attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus’s brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, “jar” seems to be a more accurate translation for what we commonly call “Pandora’s box”) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope.The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn’t it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place?I’m not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I’ve tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed.Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope’s beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin’s work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key.Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece’s slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn’t resist.).

Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Brake Drum, Chimes, Clarinet 1, Clarinet 2, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion 1, Mallet Percussion 2, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 2.5

SKU: CF.YPS217

Composed by Zachary Cairns. Folio. Yps. Set of Score and Parts. 8+8+4+8+8+4+2+6+4+4+4+8+8 +8+8+6+6+6+4+6+4+2+2+4+6+ 10+24 pages. Duration 4 minutes, 48 seconds. Carl Fischer Music #YPS217. Published by Carl Fischer Music (CF.YPS217).

ISBN 9781491156544. UPC: 680160915088. 9 x 12 inches.

Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn't exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora. As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn't attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus's brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, jar seems to be a more accurate translation for what we commonly call Pandora's box) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope. The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn't it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place? I'm not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I've tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed. Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope's beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin's work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key. Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece's slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn't resist.).
Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn’t exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora.As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn’t attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus’s brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, “jar” seems to be a more accurate translation for what we commonly call “Pandora’s box”) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope.The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn’t it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place?I’m not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I’ve tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed.Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope’s beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin’s work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key.Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece’s slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn’t resist.).

Arranged by Larry Clark Carl Strommen. For Alto Saxophone. Christmas. Book and CD. Published by Carl Fischer

Saxophone Trio

SKU: YM.GTW01098114

Composed by Joe Hisaishi. Studio Ghibli Songs. Anime, Studio Ghibli. Score and parts. Yamaha Music Media #GTW01098114. Published by Yamaha Music Media (YM.GTW01098114).

ISBN 9784636981148. 8.5 x 12 inches.

This is a collection of 23 popular songs from Studio Ghibli's works, arranged for a duet, trio, and quartet.
The arrangements are considerably flexible, allowing the trio to play as a duet and the quartet as a trio.
The standard trio arrangement is written for 3(or 2) alto saxophones and 3(or 2) tenor saxophones, but this arrangement is also suitable for 2 alto saxophones and 1 tenor saxophone. Please refer to the guide in the score.
The quartet can also be played on 2 alto saxophones and 1 tenor saxophone. Many of the pieces are arranged for beginners, so they can be enjoyed by anyone who has just picked up an instrument.

By Brant Karrick. For Concert Band (Piccolo, Flute 1/2, Oboe, Bassoon, Clarinet in Bb 1/2, Clarinet in Bb 3, Bass Clarinet, Alto Saxophone 1/2, Tenor Saxophone, Baritone Saxophone, Trumpet in Bb 1, Trumpet in Bb 2/3, Horn in F 1/2, Trombone 1, Trombone 2/3, Euphonium, (Baritone T.C.), Tuba,). Band Music. Pioneer Band Series. Grade 3. Score and parts. Duration 7:20. Published by C. Alan Publications

Woodwinds. Studio Ghibli. Score and part. Yamaha Music Media #GPW01096559. Published by Yamaha Music Media

Alto Saxophone

SKU: HL.48181098

Composed by Robert Planel. Leduc. Classical. Softcover. 4 pages. Alphonse Leduc #AL20247. Published by Alphonse Leduc (HL.48181098).

UPC: 888680932947. 9x12 inches.

Dancers< /i> is the second volume of a set of six pieces called Romantic Suite. Composed by Robert Planel for alto saxophone and piano, this second piece is for intermediate players. In Dancers, the piano starts on its own but is soon joined by the saxophone. The piece is divided in five parts, the first one being the main theme which is later repeated as the last one. The tempo is quite fast on most of the piece, except for the third section. The full set of six volumes features: 1. Italian Serenade 2. Dancers 3. Sad Song 4. Feeling Waltz 5. Christmas story 6. Muleteer's song. Robert Planel (1908-1994) was a French musician and pedagogue.

Alto Saxophone and piano - Intermediate

SKU: YM.GPW01096561

Woodwinds. Disney. Score & part. Yamaha Music Media #GPW01096561. Published by Yamaha Music Media (YM.GPW01096561).

ISBN 9784636965612.

7 arrangements for solo alto saxophone and piano from Disney cinemas.
Lai Zi Di Shi Ni Dian Ying De 7Shou Ge Qu .

1. Bibbidi-Bobbidi-Boo; 2. A Dream Is a Wish Your Heart Makes; 3. Part of Your World; 4. Under the Sea; 5. Be Our Guest; 6. A Whole New World; 7. Let It Go
1. Mo Fa Zhi Ge ; 2. Meng Jiu Shi Ni Xin Zhong De Yuan Wang ; 3. Yu Ni Wei Ban ; 4. Zai Hai Di ; 5. Huan Ying Ni ; 6. Zhan Xin De Shi Jie ; 7. Sui Ta Ba.

Woodwinds. Studio Ghibli. Score and part. Yamaha Music Media #GTW01100063. Published by Yamaha Music Media

By Albert Ahronheim. Arranged by Andrew Balent. For Full Score, Flute, Oboe, Flute II, Clarinet I, Clarinet II, Bass Clarinet in BB, Alto Saxophone, Tenor Saxophone, Baritone Saxophone, Trumpet I, Trumpet II, French Horn, Trombone, Bassoon, Baritone B.C., Baritone T.C., Tuba, Snare Drum, Bass. This edition: Beginning Band. Carl Fischer Performance Series. Score and parts. 12 pages. Duration 1:50. Published by Carl Fischer.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet, Euphonium, Euphonium T.C., Flute, Gong, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Trombone, Trumpet, Tuba, Vibraslap, alto Saxophone and more.

SKU: CF.PPS60F

Composed by Zachary Poulter. Full score. 8 pages. Carl Fischer Music #PPS60F. Published by Carl Fischer Music (CF.PPS60F).

ISBN 9781491163825. UPC: 680160922611.

An ancient world calls… Spirit of the Warrior explores both the beauty and the power of a forgotten civilization; man’s mighty force amidst nature’s gentle majesty. It is dedicated to all soldiers and warriors, past and present, who give their all to protect home and nation. The warrior shows courage in the face of danger, and loyalty to a cause beyond self-interest. The warrior sees life’s fragile beauty with eyes few others can understand. Long after warriors fall in battle, their spirit lives on in the people and lands they have protected.  Using only the first six notes of the concert Bb scale, Spirit of the Warrior begins boldly. Separated notes in the low brass and winds represent the warrior’s power. Nature’s inspiring beauty is represented by the high woodwinds and bells, which play in counterpoint to the lower instruments.  Fully separate the staccatos, and shape the accents throughout to help the music feel powerful without being overly heavy or loud. At m. 29, be sure that the countermelody played by the clarinets and alto saxophone can be clearly heard.If you have additional percussionists, consider doubling the snare drum part on a low tom-tom. Experiment with the gong to find the sound you prefer: strike closer to the edge for a brash “crash” sound, or closer to the center for a more mysterious tone. The piece ends with the sound of the sustaining gong . Enjoy the drama and let the sound fade without (much) dampening.  .

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet, Euphonium, Euphonium T.C., Flute, Gong, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal, Trombone, Trumpet, Tuba, Vibraslap, alto Saxophone and more. - Grade 0.5

SKU: CF.PPS60

Composed by Zachary Poulter. Set of Score and Parts. Carl Fischer Music #PPS60. Published by Carl Fischer Music (CF.PPS60).

ISBN 9781491163429. UPC: 680160922215.

An ancient world calls… Spirit of the Warrior explores both the beauty and the power of a forgotten civilization; man’s mighty force amidst nature’s gentle majesty. It is dedicated to all soldiers and warriors, past and present, who give their all to protect home and nation. The warrior shows courage in the face of danger, and loyalty to a cause beyond self-interest. The warrior sees life’s fragile beauty with eyes few others can understand. Long after warriors fall in battle, their spirit lives on in the people and lands they have protected.  Using only the first six notes of the concert Bb scale, Spirit of the Warrior begins boldly. Separated notes in the low brass and winds represent the warrior’s power. Nature’s inspiring beauty is represented by the high woodwinds and bells, which play in counterpoint to the lower instruments.  Fully separate the staccatos, and shape the accents throughout to help the music feel powerful without being overly heavy or loud. At m. 29, be sure that the countermelody played by the clarinets and alto saxophone can be clearly heard.If you have additional percussionists, consider doubling the snare drum part on a low tom-tom. Experiment with the gong to find the sound you prefer: strike closer to the edge for a brash “crash” sound, or closer to the center for a more mysterious tone. The piece ends with the sound of the sustaining gong . Enjoy the drama and let the sound fade without (much) dampening.  .

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, Clarinet 3, Crash Cymbals, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 3

SKU: CF.CPS234

Composed by Travis Weller. Folio. Cps. Set of Score and Parts. 8+8+4+8+8+8+4+4+8+4+4+8+8 +8+8+6+6+6+4+8+6+2+4+4+6+ 32 pages. Duration 3 minutes, 10 seconds. Carl Fischer Music #CPS234. Published by Carl Fischer Music (CF.CPS234).

ISBN 9781491156346. UPC: 680160914883. 9 x 12 inches.

Mercury - the Roman god of financial gain, commerce, travelers, boundaries, luck, trickery, merchants, and thieves. A popular deity in Roman culture, he was instantly recognized by his unique winged shoes (talaria) and hat (petasos). With its close proximity to the sun and faster orbit than all other planets, the Romans named this small celestial body after the swift-winged messenger of their culture. It is not surprising that in Holst's major orchestral suite The Planets that Mercury utilizes such light and swift themes. There is some duality to the title of the work. Part of it involves my impression of what a playful chase of the winged messenger sounds like. The other part is the opening motif chasing two themes of Holst around the rest of the work. It was only after developing the first few ideas that I recognized some of the commonalities with some of those same themes from Holst's orchestral work. There are several quotations from that famous piece by Holst (notably as both are stated successively at mm. 13-20). The idea of someone having to chase the Winged Messenger struck me as a unique title around which to craft a work. One of my core beliefs about music is that it can be imbued with meaning by a composer, and as the sonic story unfolds an ensemble, director, and audience members can draw out their own meaning from the experience. Who exactly is chasing Mercury? I leave that up to the wonderfully creative minds of the young ladies and gentlemen who have the opportunity to bring this work to life. The opportunity to compose music and allow student musicians to give this piece new life and draw out different meanings is a humbling experience. Rehearsal Notes and Suggestions As stated earlier, the opening motif (a range of a seventh) comes back frequently in the work in a variety of settings and textures. Throughout the work, it is important for students to recognize the two themes from Holst when they are present in the sound canvas. If the solos (clarinet and alto saxophone) are utilized, the supporting parts around and underneath those lines must be sensitive and play in such a way to properly balance those parts. There are number of muted sections for the trumpet section, and I would advocate for all trumpets acquiring the same mute to contribute to unity in timbre. The bold fanfare sections (the first occurs at m. 37) must be presented with a unified articulation style. As the texture intensifies prior to m. 169, it is crucial for the ensemble to play within themselves and exercise musical courtesy to allow all voices to be heard as they arrive at m. 181. My thanks in advance for your support of this music, and I wish you well as you and your ensemble begin Chasing Mercury!.
Mercury – the Roman god of financial gain, commerce, travelers, boundaries, luck, trickery, merchants, and thieves. A popular deity in Roman culture, he was instantly recognized by his unique winged shoes (talaria) and hat (petasos). With its close proximity to the sun and faster orbit than all other planets, the Romans named this small celestial body after the swift-winged messenger of their culture. It is not surprising that in Holst’s major orchestral suite The Planets that Mercury utilizes such light and swift themes.There is some duality to the title of the work. Part of it involves my impression of what a playful chase of the winged messenger sounds like. The other part is the opening motif chasing two themes of Holst around the rest of the work. It was only after developing the first few ideas that I recognized some of the commonalities with some of those same themes from Holst’s orchestral work. There are several quotations from that famous piece by Holst (notably as both are stated successively at mm. 13–20). The idea of someone having to chase the Winged Messenger struck me as a unique title around which to craft a work.One of my core beliefs about music is that it can be imbued with meaning by a composer, and as the sonic story unfolds an ensemble, director, and audience members can draw out their own meaning from the experience. Who exactly is chasing Mercury? I leave that up to the wonderfully creative minds of the young ladies and gentlemen who have the opportunity to bring this work to life. The opportunity to compose music and allow student musicians to give this piece new life and draw out different meanings is a humbling experience.Rehearsal Notes and SuggestionsAs stated earlier, the opening motif (a range of a seventh) comes back frequently in the work in a variety of settings and textures. Throughout the work, it is important for students to recognize the two themes from Holst when they are present in the sound canvas. If the solos (clarinet and alto saxophone) are utilized, the supporting parts around and underneath those lines must be sensitive and play in such a way to properly balance those parts. There are number of muted sections for the trumpet section, and I would advocate for all trumpets acquiring the same mute to contribute to unity in timbre. The bold fanfare sections (the first occurs at m. 37) must be presented with a unified articulation style. As the texture intensifies prior to m. 169, it is crucial for the ensemble to play within themselves and exercise musical courtesy to allow all voices to be heard as they arrive at m. 181. My thanks in advance for your support of this music, and I wish you well as you and your ensemble begin Chasing Mercury!

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, Clarinet 3, Crash Cymbals, Euphonium, Euphonium T.C., Flute 1, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Percussion 3, Snare Drum and more. - Grade 3

SKU: CF.CPS234F

Composed by Travis Weller. Sws. Cps. Full score. 32 pages. Duration 3 minutes, 10 seconds. Carl Fischer Music #CPS234F. Published by Carl Fischer Music (CF.CPS234F).

ISBN 9781491156353. UPC: 680160914890. 9 x 12 inches.

Mercury - the Roman god of financial gain, commerce, travelers, boundaries, luck, trickery, merchants, and thieves. A popular deity in Roman culture, he was instantly recognized by his unique winged shoes (talaria) and hat (petasos). With its close proximity to the sun and faster orbit than all other planets, the Romans named this small celestial body after the swift-winged messenger of their culture. It is not surprising that in Holst's major orchestral suite The Planets that Mercury utilizes such light and swift themes. There is some duality to the title of the work. Part of it involves my impression of what a playful chase of the winged messenger sounds like. The other part is the opening motif chasing two themes of Holst around the rest of the work. It was only after developing the first few ideas that I recognized some of the commonalities with some of those same themes from Holst's orchestral work. There are several quotations from that famous piece by Holst (notably as both are stated successively at mm. 13-20). The idea of someone having to chase the Winged Messenger struck me as a unique title around which to craft a work. One of my core beliefs about music is that it can be imbued with meaning by a composer, and as the sonic story unfolds an ensemble, director, and audience members can draw out their own meaning from the experience. Who exactly is chasing Mercury? I leave that up to the wonderfully creative minds of the young ladies and gentlemen who have the opportunity to bring this work to life. The opportunity to compose music and allow student musicians to give this piece new life and draw out different meanings is a humbling experience. Rehearsal Notes and Suggestions As stated earlier, the opening motif (a range of a seventh) comes back frequently in the work in a variety of settings and textures. Throughout the work, it is important for students to recognize the two themes from Holst when they are present in the sound canvas. If the solos (clarinet and alto saxophone) are utilized, the supporting parts around and underneath those lines must be sensitive and play in such a way to properly balance those parts. There are number of muted sections for the trumpet section, and I would advocate for all trumpets acquiring the same mute to contribute to unity in timbre. The bold fanfare sections (the first occurs at m. 37) must be presented with a unified articulation style. As the texture intensifies prior to m. 169, it is crucial for the ensemble to play within themselves and exercise musical courtesy to allow all voices to be heard as they arrive at m. 181. My thanks in advance for your support of this music, and I wish you well as you and your ensemble begin Chasing Mercury!.
Mercury – the Roman god of financial gain, commerce, travelers, boundaries, luck, trickery, merchants, and thieves. A popular deity in Roman culture, he was instantly recognized by his unique winged shoes (talaria) and hat (petasos). With its close proximity to the sun and faster orbit than all other planets, the Romans named this small celestial body after the swift-winged messenger of their culture. It is not surprising that in Holst’s major orchestral suite The Planets that Mercury utilizes such light and swift themes.There is some duality to the title of the work. Part of it involves my impression of what a playful chase of the winged messenger sounds like. The other part is the opening motif chasing two themes of Holst around the rest of the work. It was only after developing the first few ideas that I recognized some of the commonalities with some of those same themes from Holst’s orchestral work. There are several quotations from that famous piece by Holst (notably as both are stated successively at mm. 13–20). The idea of someone having to chase the Winged Messenger struck me as a unique title around which to craft a work.One of my core beliefs about music is that it can be imbued with meaning by a composer, and as the sonic story unfolds an ensemble, director, and audience members can draw out their own meaning from the experience. Who exactly is chasing Mercury? I leave that up to the wonderfully creative minds of the young ladies and gentlemen who have the opportunity to bring this work to life. The opportunity to compose music and allow student musicians to give this piece new life and draw out different meanings is a humbling experience.Rehearsal Notes and SuggestionsAs stated earlier, the opening motif (a range of a seventh) comes back frequently in the work in a variety of settings and textures. Throughout the work, it is important for students to recognize the two themes from Holst when they are present in the sound canvas. If the solos (clarinet and alto saxophone) are utilized, the supporting parts around and underneath those lines must be sensitive and play in such a way to properly balance those parts. There are number of muted sections for the trumpet section, and I would advocate for all trumpets acquiring the same mute to contribute to unity in timbre. The bold fanfare sections (the first occurs at m. 37) must be presented with a unified articulation style. As the texture intensifies prior to m. 169, it is crucial for the ensemble to play within themselves and exercise musical courtesy to allow all voices to be heard as they arrive at m. 181. My thanks in advance for your support of this music, and I wish you well as you and your ensemble begin Chasing Mercury!

Chamber Music Piano, alto Saxophone

SKU: PR.114419850

Composed by Stacy Garrop. Sws. See lengthy program note on prefatory page. Set of Score and Parts. 44+24 pages. Duration 23 minutes. Theodore Presser Company #114-41985. Published by Theodore Presser Company (PR.114419850).

ISBN 9781491135808. UPC: 680160681044. 9 x 12 inches.

Both a spectacular concerto for saxophone, and a dramatic tone poem on Roman mythology, QUICKSILVER is a 23-minute concerto for Alto Saxophone and Wind Ensemble by one of the sax literature’s most commissioned and admired composers.Through worded captions as well as gorgeously expressive tone painting, Movement 1 depicts the birth and childhood pranks of Mercury, Movement 2 shows him escorting souls to the gates of the Underworld, and Movement 3 is a phantasmagoric finale portraying Mercury as messenger amid the conflicts of other mythological figures. There are many YouTube performances available, both in the original version with Wind Ensemble, and with Piano.
In addition to being another name for the element mercury, “quicksilver” is used to describe something that changes quickly or is difficult to contain. My concerto of the same name was inspired by the Roman god Mercury, as well as the mercurial nature of the saxophone: unpredictable, very lively, and volatile. Mercury (known as Hermes in Greek mythology) is best known for his winged shoes, which allowed him to fly swiftly as the messenger of his fellow Olympians. Mercury had other duties too, including serving as the god of merchants, travelers, and tricksters; he also ushered souls of the departed to the Underworld.Quicksilver tells three tales of the Roman god. The first movement (Antics of a Newborn God) opens with the birth of Mercury; after he takes his first steps, he toddles around, gleefully looking for mischief. He stumbles across a herd of cows that belong to his brother Apollo; Mercury slyly lets the cows out of their pen before toddling onward with his mischief-making.In the second movement (Guiding Souls to the Underworld), Pluto, god of the Underworld, bids Mercury to bring him fresh souls. The movement begins with death-knells tolling for humans who are about to die; Mercury picks up these souls and leads them down to the gates of the Underworld.The third and final movement (Messenger of Olympus) depicts Mercury as he is busily running errands for various gods and goddesses. We first encounter him mid-flight as he dashes to earth to find Aeneas, a Trojan lieutenant who had been run out of Troy by the invading Greeks. Aeneas is on a quest to find land on which to establish a new city that would eventually become Rome. While traveling, he is distracted from his quest when he meets the beautiful queen Dido. They live together for many years before Mercury intervenes; he chastises Aeneas for giving up on his quest and persuades him to pick it up again. As Aeneas mournfully resumes his journey, we hear Dido perish of a broken heart. Mercury then takes to the skies to seek out Perseus, who is preparing to kill Medusa, the hideous gorgon who has snakes for hair and a gaze that turns those who catch her glance into stone. Mercury advises Perseus on how to slay Medusa and lends Perseus his sword to do the deed. We hear Perseus victorious in the beheading of Medusa, after which Mercury takes to the skies once more to fly home to Olympus.

By Anonymous. Arranged by Sean O'Loughlin. Concert Band. For Flute, Oboe, Clarinet, Bass Clarinet, Alto Saxophone, Tenor Saxophone, Baritone Saxophone, Bassoon, Tenor, Horn, Trumpet, Baritone (Bass Clef), Tuba, Timpani, Mallet Percussion, Percussion I, Percussion II. Carl Fischer Beginning Performance Series. Classical. Grade 1. Full Score. Standard notation. 12 pages. Published by Carl Fischer

Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Clarinet 1, Clarinet 2, Clarinet 3, Dumbek, Euphonium, Euphonium T.C., Finger Cymbals, Flute 1, Flute 2, Glockenspiel, Gong, Horn 1, Horn 2, Mallet Percussion 1, Mallet Percussion 2, Mallet Percussion 3 and more. - Grade 3

SKU: CF.CPS261

Composed by Patrick Glenn Harper. Cps. Set of Score and Parts. 8+8+4+8+8+8+4+4+4+4+4+4+4 +4+4+4+4+8+8+6+4+8+1+2+2+ 2+4+8+4+32 pages. Duration 5:22. Carl Fischer Music #CPS261. Published by Carl Fischer Music (CF.CPS261).

ISBN 9781491161272. UPC: 680160919864.

Sahar a is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination. Performance Notes You may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In measures 48-92, this entire middle section may be played in a rubato style at the director's discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81. Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.
Sahara is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination.Performance NotesYou may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In  measures 48-92, this entire middle section may be played in a rubato style at the director’s discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81.Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.

Band Bass Clarinet, Bass Drum, Bassoon, Bongos, Clarinet 1, Clarinet 2, Clarinet 3, Dumbek, Euphonium, Euphonium T.C., Finger Cymbals, Flute 1, Flute 2, Glockenspiel, Gong, Horn 1, Horn 2, Mallet Percussion 1, Mallet Percussion 2, Mallet Percussion 3 and more. - Grade 3

SKU: CF.CPS261F

Composed by Patrick Glenn Harper. Cps. Full score. 32 pages. Duration 5:22. Carl Fischer Music #CPS261F. Published by Carl Fischer Music (CF.CPS261F).

ISBN 9781491161715. UPC: 680160920402.

Sahar a is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination. Performance Notes You may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In measures 48-92, this entire middle section may be played in a rubato style at the director's discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81. Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.
Sahara is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination.Performance NotesYou may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In  measures 48-92, this entire middle section may be played in a rubato style at the director’s discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81.Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cymbals, Euphonium, Euphonium T.C., Finger Cymbals, Flute, Flute 2, Horn, Mallet Percussion, Mark Tree, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal and more. - Grade 2

SKU: CF.YPS249F

Three Persian Folk Songs. Composed by Michael J. Miller. Yps. Full score. 20 pages. Duration 3 minutes, 29 seconds. Carl Fischer Music #YPS249F. Published by Carl Fischer Music (CF.YPS249F).

ISBN 9781491161883. UPC: 680160920563.

By Lantern's Light is a medley of Persian folk songs. The songs come from a collection for voice and piano by Clair Fairchild in his Twelve Persian Folk Songs published by Novello and Company, London, 1904. Fairchild's goal was to capture the spirit and ambiance of Persia's music and musicians. Fairchild took special care to preserve their authenticity by limiting western harmony. Such is also the case in this setting for concert band. Special attention should be given to replicate songlike phrasing of the melodic lines and the rhythmic integrity and style of the accompaniment. Conductors are encouraged to take liberties with dynamics and articulations to help performers play expressively. There are many inflections that exist beyond what is printed on the page. For example, the reeds might subtly shape the rhythmic accompaniment in m. 6-7, as might the trumpets with the melody in m. 18. In. m. 23, the wind musicians other than the trumpets are a part of the rhythm section with the percussion. These rhythms should fit together nicely to create a steady cadence. The melodic statements beginning at m. 35 should be carefully balanced to speak evenly throughout the various voices. If an oboist is not available, the solo in m. 57 has been cued in the alto saxophone.
By Lantern's Light is a medley of Persian folk songs. The songs come from a collection for voice and piano by Clair Fairchild in his Twelve Persian Folk Songs published by Novello and Company, London, 1904. Fairchild's goal was to capture the spirit and ambiance of Persia's music and musicians. Fairchild took special care to preserve their authenticity by limiting western harmony. Such is also the case in this setting for concert band. Special attention should be given to replicate songlike phrasing of the melodic lines and the rhythmic integrity and style of the accompaniment. Conductors are encouraged to take liberties with dynamics and articulations to help performers play expressively. There are many inflections that exist beyond what is printed on the page. For example, the reeds might subtly shape the rhythmic accompaniment in m. 6-7, as might the trumpets with the melody in m. 18. In. m. 23, the wind musicians other than the trumpets are a part of the rhythm section with the percussion. These rhythms should fit together nicely to create a steady cadence. The melodic statements beginning at m. 35 should be carefully balanced to speak evenly throughout the various voices. If an oboist is not available, the solo in m. 57 has been cued in the alto saxophone.
By Lantern’s Light is a medley of Persian folk songs. The songs come from a collection for voice and piano by Clair Fairchild in his Twelve Persian Folk Songs published by Novello and Company, London, 1904. Fairchild’s goal was to capture the spirit and ambiance of Persia’s music and musicians. Fairchild took special care to preserve their authenticity by limiting western harmony. Such is also the case in this setting for concert band. Special attention should be given to replicate songlike phrasing of the melodic lines and the rhythmic integrity and style of the accompaniment. Conductors are encouraged to take liberties with dynamics and articulations to help performers play expressively. There are many inflections that exist beyond what is printed on the page. For example, the reeds might subtly shape the rhythmic accompaniment in m. 6-7, as might the trumpets with the melody in m. 18. In. m. 23, the wind musicians other than the trumpets are a part of the rhythm section with the percussion. These rhythms should fit together nicely to create a steady cadence. The melodic statements beginning at m. 35 should be carefully balanced to speak evenly throughout the various voices. If an oboist is not available, the solo in m. 57 has been cued in the alto saxophone.

Band Bass Clarinet, Bass Drum, Bassoon, Clarinet, Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Timpani, Trombone, Trumpet, Tuba, Vibraphone, alto Saxophone and more. - Grade 0.5

SKU: CF.PPS49

Composed by Richard Summers. Primer Band (PPS). Set of Score and Parts. With Standard notation. 8+2+8+2+5+2+2+8+2+3+2+6+3 +1+1+2+1+12+2 pages. Duration 2 minutes. Carl Fischer Music #PPS49. Published by Carl Fischer Music (CF.PPS49).

ISBN 9781491151938. UPC: 680160909438.

Exemp lary is a mature musical� �piece for beginning bands. Even though only the first six notes of the Bb-major scale are used with simple rhythms, students and teachers will find many, fun musical challenges that provide opportunities for for growth. As the title suggests, performances of Exemplary should serve as a desirable model, be worthy of imitation, and should represent the absolute best in musicianship.
Exemplar y is a mature musical piece for beginning bands. Even though only the first six notes of the Bb-major scale are used, and simple rhythms are used to compose this piece, it has many musical challenges that will enhance students’ musical growth. There are some very musical ideas and sections in this piece that should be explored. Just as this title suggests, Exemplary should serve as a desirable model, be worthy of imitation, and should represent the best possible example of its kind. If you describe something as exemplary, it should be extremely good. With all of these challenges, the piece also has some nice melodies and is fun to play.  Notes to the ConductorThere are marcato and legato styles, many dynamic markings (sometimes different between woodwinds, brass, and percussion) major and minor third intervals, and challenging beginning percussion writing (that should not be overplayed). Four-measure phrasing should be observed. When a crescendo occurs, it should connect to the next note without taking a breath. These are teachable concepts that will benefit the musicianship of the students and take them to a higher level of performance.  .

Romantic Piece is a set of 6 pieces edited in 6 volumes, starting with Volume 1. Italian Serenade. Composed by Robert Planel for alto saxophone and piano, this first piece is for intermediate players. With a slow tempo to start, this romantic melody then evolves at about 160. The six volumes of this set are: 1. Italian Serenade 2. Dancers 3. Sad Song 4. Feeling Waltz 5. Christmas story 6. Muleteer's song. Robert Planel (1908-1994) was a French musician and pedagogue

For either Alto or Tenor saxophone with Piano accompaniment, this collection of tuneful and engaging pieces is an ideal introduction to developing improvisation. This will provide musicians with the opportunity to explore anddevelop their own musical ideas in the preparation and performance of contemporary compositions. The accompanying CD includes demo tracks and piano backing tracks for all pieces

Band Bass Clarinet, Bass Drum, Bassoon, Clarinet, Cymbals, Euphonium, Euphonium T.C., Flute, Flute 2, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Timpani, Trombone, Trumpet, Tuba, Vibraphone, alto Saxophone and more. - Grade 0.5

SKU: CF.PPS49F

Composed by Richard Summers. Primer Band (PPS). Full score. With Standard notation. 12 pages. Carl Fischer Music #PPS49F. Published by Carl Fischer Music (CF.PPS49F).

ISBN 9781491152614. UPC: 680160910113.

Exemp lary is a mature musical� �piece for beginning bands. Even though only the first six notes of the Bb-major scale are used with simple rhythms, students and teachers will find many, fun musical challenges that provide opportunities for for growth. As the title suggests, performances of Exemplary should serve as a desirable model, be worthy of imitation, and should represent the absolute best in musicianship.
Exemplar y is a mature musical piece for beginning bands. Even though only the first six notes of the Bb-major scale are used, and simple rhythms are used to compose this piece, it has many musical challenges that will enhance students’ musical growth. There are some very musical ideas and sections in this piece that should be explored. Just as this title suggests, Exemplary should serve as a desirable model, be worthy of imitation, and should represent the best possible example of its kind. If you describe something as exemplary, it should be extremely good. With all of these challenges, the piece also has some nice melodies and is fun to play.  Notes to the ConductorThere are marcato and legato styles, many dynamic markings (sometimes different between woodwinds, brass, and percussion) major and minor third intervals, and challenging beginning percussion writing (that should not be overplayed). Four-measure phrasing should be observed. When a crescendo occurs, it should connect to the next note without taking a breath. These are teachable concepts that will benefit the musicianship of the students and take them to a higher level of performance.  .

Band Bass Clarinet, Bass Drum, Bassoon, Clarinet 1, Clarinet 2, Clarinet 3, Crash Cymbals, Euphonium, Euphonium T.C., Flute 1, Flute 2, Glockenspiel, Horn 1, Horn 2, Horn 3, Horn 4, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Piccolo and more. - Grade 4

SKU: CF.SPS73

Composed by John Stafford Smith. Arranged by Sean O'Loughlin. SWS FS. Carl Fischer Symphonic Performance Series. Set of Score and Parts. With Standard notation. 1+4+4+2+4+4+4+2+2+2+2+2+2 +3+3+3+2+2+2+2+3+3+3+2+3+ 4+1+1+2+3+12 pages. Duration 1 minute, 48 seconds. Carl Fischer Music #SPS73. Published by Carl Fischer Music (CF.SPS73).

ISBN 9781491147689. UPC: 680160905188. 9 x 12 inches. Key: Bb major.

Composer/arr anger Sean O'Loughlin has provided a refreshing new setting of our National Anthem. It was originally written for orchestral brass and percussion and has been performed at both MLB and NBA events. The arrangement begins with a bold fanfare to set the tone, but also to provide the motive glue to hold the arrangement together and create something unique. Creative harmonic usage and colorful orchestration really make this version stand out from the rest.
There have been many great arrangements of our National Anthem throughout the years . The responsibility of creating one that truly brought something new to the mix was very daunting . I was fortunate enough to get an opportunity to write this version for the Oregon Symphony Brass Section to perform at the Portland Trail Blazers NBA games . Subsequent performances have occurred with the Baltimore Symphony at the Baltimore Orioles MLB games . At this time, it is my supreme honor to adapt this for the advanced concert band .In bringing something new, I decided to start with a bold fanfare to set the tone for this great music . Introducing some more dissonant harmonies also created a more intense feel .The first stanza includes a flowing counter line in the horns and alto saxophones . The trumpets interject some flourishes on the second pass to further the intensity . These flourishes continue “ . . . when the rockets red glare!” The final push at m . 29 is colored with pulsating 16th notes in the woodwinds that lead to some dramatic harmony at the fermata in m . 32 . The opening fanfare then returns to let everyone know that it's time to “Play ball!”.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cymbals, Euphonium, Euphonium T.C., Finger Cymbals, Flute, Flute 2, Horn, Mallet Percussion, Mark Tree, Oboe, Percussion 1, Percussion 2, Snare Drum, Suspended Cymbal and more. - Grade 2

SKU: CF.YPS249

Three Persian Folk Songs. Composed by Michael J. Miller. Yps. Set of Score and Parts. 8+2+4+4+2+2+5+2+2+4+4+4+3 +3+2+3+2+1+2+6+24 pages. Duration 3 minutes, 29 seconds. Carl Fischer Music #YPS249. Published by Carl Fischer Music (CF.YPS249).

ISBN 9781491161326. UPC: 680160919918.

By Lantern's Light is a medley of Persian folk songs. The songs come from a collection for voice and piano by Clair Fairchild in his Twelve Persian Folk Songs published by Novello and Company, London, 1904. Fairchild's goal was to capture the spirit and ambiance of Persia's music and musicians. Fairchild took special care to preserve their authenticity by limiting western harmony. Such is also the case in this setting for concert band. Special attention should be given to replicate songlike phrasing of the melodic lines and the rhythmic integrity and style of the accompaniment. Conductors are encouraged to take liberties with dynamics and articulations to help performers play expressively. There are many inflections that exist beyond what is printed on the page. For example, the reeds might subtly shape the rhythmic accompaniment in m. 6-7, as might the trumpets with the melody in m. 18. In. m. 23, the wind musicians other than the trumpets are a part of the rhythm section with the percussion. These rhythms should fit together nicely to create a steady cadence. The melodic statements beginning at m. 35 should be carefully balanced to speak evenly throughout the various voices. If an oboist is not available, the solo in m. 57 has been cued in the alto saxophone.
By Lantern’s Light is a medley of Persian folk songs. The songs come from a collection for voice and piano by Clair Fairchild in his “Twelve Persian Folk Songs” published by Novello and Company, London, 1904. Fairchild’s goal was to capture the spirit and ambiance of Persia’s music and musicians. Fairchild took special care to preserve their authenticity by limiting western harmony. Such is also the case in this setting for concert band. Special attention should be given to replicate songlike phrasing of the melodic lines and the rhythmic integrity and style of the accompaniment. Conductors are encouraged to take liberties with dynamics and articulations to help performers play expressively. There are many inflections that exist beyond what is printed on the page. For example, the reeds might subtly shape the rhythmic accompaniment in m. 6-7, as might the trumpets with the melody in m. 18. In. m. 23, the wind musicians other than the trumpets are a part of the rhythm section with the percussion. These rhythms should fit together nicely to create a steady cadence. The melodic statements beginning at m. 35 should be carefully balanced to speak evenly throughout the various voices. If an oboist is not available, the solo in m. 57 has been cued in the alto saxophone.