| The Ultimate Fake Book - Third Edition (Bb version)
Instruments en Sib [Fake Book] Hal Leonard
Bb Edition. Fake Book (Includes melody line and chords). Size 9x12 inches. 816 p...(+)
Bb Edition. Fake Book
(Includes melody line and
chords). Size 9x12
inches. 816 pages.
Published by Hal Leonard.
(8)$49.95 - Voir plus => AcheterDélais: 3 to 5 business days | | |
| The Real Bebop Book Hal Leonard
Bb Instruments SKU: HL.295068 Bb Edition. By Various. Fake Book. B...(+)
Bb Instruments SKU:
HL.295068 Bb
Edition. By Various.
Fake Book. Bebop, Jazz.
Softcover. 248 pages.
Published by Hal Leonard
(HL.295068). ISBN
9781540055200. UPC:
888680945091.
8.5x11.0x0.592
inches. Your new
official bebop bible!
Over 200 classics
arranged for Bb
instruments in Real Book
style. Titles include:
Anthropology * Au Privave
* Be-Bop * Boneology *
Boplicity (Be Bop Lives)
* Byrd Like * Cherokee
(Indian Love Song) *
Confirmation * Donna Lee
* Doxy * Epistrophy *
52nd Street Theme * Four
* Goin' to Minton's *
Good Bait * Groovin' High
* Hi-Fly * Hot House * In
Walked Bud * Jay Bird *
Lady Bird * Lennie's
Pennies * Moose the
Mooche * Move * Oblivion
* Oleo * Parisian
Thoroughfare * Rosetta *
Salt Peanuts * Solar *
Teaneck * Tin Tin Deo *
Tour De Force *
Tricrotism * Wail *
Woodyn' You * Yardbird
Suite * and more! Comb
bound. $34.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Remembering Pearl Harbor - Intermédiaire Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, C...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Chimes, Clarinet 1,
Clarinet 2, Clarinet 3,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn 1, Horn 2,
Horn 3, Horn 4, Mallet
Percussion, Marimba,
Oboe, Percussion 1,
Percussion 2 and more. -
Grade 4 SKU:
CF.SPS95 December
7, 1941. Composed by
Christina Huss R. Alan
Carter. Sps. Set of Score
and Parts.
2+16+4+8+8+8+4+4+4+4+4+4+
6+6+6+4+4+4+4+6+6+6+6+4+6
+6+2+4+8+2+28 pages.
Duration 6 minutes, 45
seconds. Carl Fischer
Music #SPS95. Published
by Carl Fischer Music
(CF.SPS95). ISBN
9781491161302. UPC:
680160919895. Writt
en to commemorate the
80th Anniversary of the
surprise attack on the
American Pacific Fleet,
Remembering Pearl Harbor
is a stirring tribute
honoring the heroes of
the date which will live
in infamy- December 7,
1941. Like flying over
the Pacific, the opening
bars seemingly soar back
in time. The composition
takes the listener on a
moving journey from the
precarious moments before
the fateful attack,
through the air strike
and resulting aftermath.
The musical voyage begins
with chimes, signifying
the hour of the attack
that Sunday morning,
developing into the
heroic main theme
representing the Spirit
of America. A rousing
version of Anchors Aweigh
takes us to the naval
base at Pearl Harbor and
the activities of the
day. By the end of
Anchors Aweigh, the mood
seems to change,
foreshadowing the fate of
the U.S. fleet. Next, the
haunting theme of the
Japanese National Anthem
is heard and the distant
sound of propellers as
they approach. When the
planes arrive, the battle
rages until there is
total destruction.
Countless people lost
their lives on this
tragic day. The playing
of Taps and the Navy
Hymn, Eternal Father,
Strong to Save is
presented as an homage to
those who perished.
Following this solemn
moment, the American
spirit begins to rise as
they come together to
defeat the enemy. As the
U.S. triumphs in the end,
we hear fragments of many
American tunes depicting
the strength and
resilience of the
American People. You may
want to consider using
portions of Franklin
Delano Roosevelt's famous
speech to enhance your
performance. The
following sections are
suggested: Measure 46:
Yesterday, December 7th,
1941 - a date which will
live in infamy - the
United States of America
was suddenly and
deliberately attacked by
the naval and air forces
of the Empire of Japan.
Measure 83: The attack
yesterday on the Hawaiian
Islands has caused severe
damage to American naval
and military forces. I
regret to tell you that
very many American lives
have been lost. Measure
105: No matter how long
it may take us to
overcome this
premeditated invasion,
the American people in
their righteous might
will win through to
absolute
victory.. Written to
commemorate the 80th
Anniversary of the
surprise attack on the
American Pacific Fleet,
Remembering Pearl Harbor
is a stirring tribute
honoring the heroes of
the “date which
will live in
infamyâ€- December
7, 1941. Like flying over
the Pacific, the opening
bars seemingly soar back
in time. The composition
takes the listener on a
moving journey from the
precarious moments before
the fateful attack,
through the air strike
and resulting
aftermath.The musical
voyage begins with
chimes, signifying the
hour of the attack that
Sunday morning,
developing into the
heroic main theme
representing the Spirit
of America. A rousing
version of Anchors
Aweigh takes us to the
naval base at Pearl
Harbor and the activities
of the day. By the end of
Anchors Aweigh, the mood
seems to change,
foreshadowing the fate of
the U.S.
fleet.  Next, the
haunting theme of the
Japanese National Anthem
is heard and the distant
sound of propellers as
they approach. When the
planes arrive, the battle
rages until there is
total destruction.
Countless people lost
their lives on this
tragic day. The playing
of Taps and the Navy
Hymn, Eternal Father,
Strong to Save is
presented as an homage to
those who
perished.Following this
solemn moment, the
American spirit begins to
rise as they come
together to defeat the
enemy. As the U.S.
triumphs in the end, we
hear fragments of many
American tunes depicting
the strength and
resilience of the
American People.You may
want to consider using
portions of Franklin
Delano Roosevelt’s
famous speech to enhance
your performance. The
following sections are
suggested:Measure 46:
“Yesterday,
December 7th, 1941
– a date which
will live in infamy
– the United
States of America was
suddenly and deliberately
attacked by the naval and
air forces of the Empire
of Japan.â€Measure
83: “The attack
yesterday on the Hawaiian
Islands has caused severe
damage to American naval
and military forces. I
regret to tell you that
very many American lives
have been
lost.â€Measure 105:
“No matter how long
it may take us to
overcome this
premeditated invasion,
the American people in
their righteous might
will win through to
absolute
victory.â€. $90.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Remembering Pearl Harbor [Conducteur] - Intermédiaire Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, C...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Chimes, Clarinet 1,
Clarinet 2, Clarinet 3,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn 1, Horn 2,
Horn 3, Horn 4, Mallet
Percussion, Marimba,
Oboe, Percussion 1,
Percussion 2 and more. -
Grade 4 SKU:
CF.SPS95F December
7, 1941. Composed by
Christina Huss R. Alan
Carter. Sps. Full score.
28 pages. Duration 6
minutes, 45 seconds. Carl
Fischer Music #SPS95F.
Published by Carl Fischer
Music (CF.SPS95F).
ISBN 9781491161845.
UPC:
680160920525. Writt
en to commemorate the
80th Anniversary of the
surprise attack on the
American Pacific Fleet,
Remembering Pearl Harbor
is a stirring tribute
honoring the heroes of
the date which will live
in infamy- December 7,
1941. Like flying over
the Pacific, the opening
bars seemingly soar back
in time. The composition
takes the listener on a
moving journey from the
precarious moments before
the fateful attack,
through the air strike
and resulting aftermath.
The musical voyage begins
with chimes, signifying
the hour of the attack
that Sunday morning,
developing into the
heroic main theme
representing the Spirit
of America. A rousing
version of Anchors Aweigh
takes us to the naval
base at Pearl Harbor and
the activities of the
day. By the end of
Anchors Away, the mood
seems to change,
foreshadowing the fate of
the U.S. fleet. Next, the
haunting theme of the
Japanese National Anthem
is heard and the distant
sound of propellers as
they approach. When the
planes arrive, the battle
rages until there is
total destruction.
Countless people lost
their lives on this
tragic day. The playing
of Taps and the Navy
Hymn, Eternal Father,
Strong to Save is
presented as an homage to
those who perished.
Following this solemn
moment, the American
spirit begins to rise as
they come together to
defeat the enemy. As the
U.S. triumphs in the end,
we hear fragments of many
American tunes depicting
the strength and
resilience of the
American People. You may
want to consider using
portions of Franklin
Delano Roosevelt's famous
speech to enhance your
performance. The
following sections are
suggested: Measure 46:
Yesterday, December 7th,
1941 - a date which will
live in infamy - the
United States of America
was suddenly and
deliberately attacked by
the naval and air forces
of the Empire of Japan.
Measure 83: The attack
yesterday on the Hawaiian
Islands has caused severe
damage to American naval
and military forces. I
regret to tell you that
very many American lives
have been lost. Measure
105: No matter how long
it may take us to
overcome this
premeditated invasion,
the American people in
their righteous might
will win through to
absolute
victory.. Written to
commemorate the 80th
Anniversary of the
surprise attack on the
American Pacific Fleet,
Remembering Pearl Harbor
is a stirring tribute
honoring the heroes of
the “date which
will live in
infamyâ€- December
7, 1941. Like flying over
the Pacific, the opening
bars seemingly soar back
in time. The composition
takes the listener on a
moving journey from the
precarious moments before
the fateful attack,
through the air strike
and resulting
aftermath.The musical
voyage begins with
chimes, signifying the
hour of the attack that
Sunday morning,
developing into the
heroic main theme
representing the Spirit
of America. A rousing
version of Anchors
Aweigh takes us to the
naval base at Pearl
Harbor and the activities
of the day. By the end of
Anchors Away, the mood
seems to change,
foreshadowing the fate of
the U.S.
fleet.  Next, the
haunting theme of the
Japanese National Anthem
is heard and the distant
sound of propellers as
they approach. When the
planes arrive, the battle
rages until there is
total destruction.
Countless people lost
their lives on this
tragic day. The playing
of Taps and the Navy
Hymn, Eternal Father,
Strong to Save is
presented as an homage to
those who
perished.Following this
solemn moment, the
American spirit begins to
rise as they come
together to defeat the
enemy. As the U.S.
triumphs in the end, we
hear fragments of many
American tunes depicting
the strength and
resilience of the
American People.You may
want to consider using
portions of Franklin
Delano Roosevelt’s
famous speech to enhance
your performance. The
following sections are
suggested:Measure 46:
“Yesterday,
December 7th, 1941
– a date which
will live in infamy
– the United
States of America was
suddenly and deliberately
attacked by the naval and
air forces of the Empire
of Japan.â€Measure
83: “The attack
yesterday on the Hawaiian
Islands has caused severe
damage to American naval
and military forces. I
regret to tell you that
very many American lives
have been
lost.â€Measure 105:
“No matter how long
it may take us to
overcome this
premeditated invasion,
the American people in
their righteous might
will win through to
absolute
victory.â€. $13.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Real Bebop Book Instruments en Mib Hal Leonard
Eb Edition. By Various. Fake Book. Bebop, Jazz. Softcover. 248 pages. Publishe...(+)
Eb Edition. By Various.
Fake
Book. Bebop, Jazz.
Softcover.
248 pages. Published by
Hal
Leonard
$34.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| The Real Bebop Book Instruments en Do [Fake Book] Hal Leonard
C Edition. By Various. Fake Book. Softcover. 248 pages. Published by Hal ...(+)
C Edition. By
Various. Fake Book.
Softcover. 248 pages.
Published by Hal Leonard
(HL.154230).
$34.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Fanfare and Jubilation - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bass Trombone, Bassoon, Bells, Clarinet 1, Clarin...(+)
Band Bass Clarinet, Bass
Drum, Bass Trombone,
Bassoon, Bells, Clarinet
1, Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Timpani,
Trombone, Trumpet 1 and
more. - Grade 1 SKU:
CF.BPS137 Composed by
Michael Boo. Folio. Bps.
Set of Score and Parts.
4+4+2+4+4+2+2+3+2+2+2+4+4
+3+2+2+2+3+1+1+2+1+16
pages. Duration 2:20.
Carl Fischer Music
#BPS137. Published by
Carl Fischer Music
(CF.BPS137). ISBN
9781491158487. UPC:
680160917082. 9 x 12
inches. Fanfare and
Jubilation is a Grade 1
work that is playable by
any beginning band with
any instrumentation due
to extensive doubling.
The mood is regal and
optimistic and is
non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldnat be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you donat have
access to Timpani or a
timpanist. Bells cover a
wide rangea|the lower
octave sections should
not be played louder just
because theyare low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
donat get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isnat plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldn't be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you don't have
access to Timpani or a
timpanist. Bells cover a
wide range...the lower
octave sections should
not be played louder just
because they're low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don't get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isn't plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion.Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue.Percussion accents
are to played with more
emphasis than
non-accented notes, but
shouldn’t be
perceived as being much
louder. Timpani is only
two pitches and is
optional. The piece will
not suffer at all if you
don’t have access
to Timpani or a
timpanist. Bells cover a
wide range…the
lower octave sections
should not be played
louder just because
they’re low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate.Think of
the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don’t get carried
away and give them more
emphasis than is
musically desired.At m.
21, be careful that the
bass line isn’t
plodding or
over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section.There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. $53.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Promise on the Horizon - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion,
Oboe, Percussion 1,
Percussion 2, Percussion
3, Snare Drum, Suspended
Cymbal, Tambourine,
Timpani and more. - Grade
2.5 SKU: CF.YPS252
Composed by Travis
Weller. Yps. Set of Score
and Parts.
16+4+8+8+4+4+6+4+4+4+8+8+
6+6+6+4+6+4+2+4+2+4+24
pages. Duration 2
minutes, 18 seconds. Carl
Fischer Music #YPS252.
Published by Carl Fischer
Music (CF.YPS252).
ISBN 9781491161357.
UPC:
680160919949. A new
day. A new event. A new
opportunity. We look
forward to these things
and the potential they
hold. We live our lives
looking forward, but we
understand them looking
backward (a thought of
Danish philosopher Soren
Kierkegaard). We do not
always know what the
future may hold, but we
must remember: first,
there are no guarantees
beyond the time and
opportunity we are given
to do good. Second,
change around us is
inevitable. Finally, and
the most important
aspect, we have choices.
This lesson is fixed to
the composer's office
door: Today is the
greatest day of your
life, if you want it to
be. Why not look forward
to the Promise on the
Horizon and the
possibilities for
greatness that lie within
it? The opening motif of
this concert fanfare is
purposely inquisitive as
the piece seeks to
establish its first
steps. The subtle shift
at measure 37 and again
at measure 69 are
reminders of the
challenges that await us
during the journey. Here
again it is a matter of
choice - do we choose to
let circumstances define
us, or do we define the
circumstances? The
section at 93 is a
resounding answer that we
will move barriers,
overcome obstacles and
keep our vision looking
forward. The piece builds
toward an exciting
conclusion from measure
127 onward. The piece
reinforces several basic
rhythmic patterns in 6/8
time. As a number of
these rhythms are
repeated, it provides an
easy opportunity for the
entire ensemble to grow
more comfortable
performing in this meter.
While it is a
fanfare-type piece,
remind young musicians to
play with lightness and
precision, rather than
intensity in volume.
Maintaining this style of
articulation and accuracy
helps the rhythms in 6/8
time maintain their
buoyancy. It is vital
that each musician
listens for the melody
and balances their part,
especially in moments
where the melody is
passed between sections.
If vibes are not
available, a second bell
set can be employed in
its place. It is hoped
that this piece is an
uplifting way to open
your next concert, and a
meaningful opportunity
for you to discuss the
power of making positive
choices with your
students in the ensemble
(as a reminder, regular
practicing of their
instrument is a positive
choice). Wishing you and
your ensemble well as you
look to the Promise on
the Horizon. A new
day. A new event. A new
opportunity. We look
forward to these things
and the potential they
hold. We live our lives
looking forward, but we
understand them looking
backward (a thought of
Danish philosopher Soren
Kierkegaard). We do not
always know what the
future may hold, but we
must remember: first,Â
there are no guarantees
beyond the time and
opportunity we are given
to do good. Second,
change around us is
inevitable. Finally, and
the most important
aspect, we have choices.
This lesson is fixed
to the composer's office
door: “Today is the
greatest day of your
life, if you want it to
be.†Why not look
forward to the Promise on
the Horizon and the
possibilities for
greatness that lie within
it?The opening motif of
this concert fanfare is
purposely inquisitive as
the piece seeks to
establish its first
steps. The subtle shift
at measure 37 and again
at measure 69 are
reminders of the
challenges that await us
during the journey. Here
again it is a matter of
choice – do we
choose to let
circumstances define us,
or do we define the
circumstances? The
section at 93 is a
resounding answer that we
will move barriers,
overcome obstacles and
keep our vision looking
forward. The piece builds
toward an exciting
conclusion from measure
127 onward. The piece
reinforces several basic
rhythmic patterns in 6/8
time. As a number of
these rhythms are
repeated, it provides an
easy opportunity for the
entire ensemble to grow
more comfortable
performing in this meter.
While it is a
fanfare-type piece,
remind young musicians to
play with lightness and
precision, rather than
intensity in volume.
Maintaining this style of
articulation and accuracy
helps the rhythms in 6/8
time maintain their
buoyancy. It is vital
that each musician
listens for the melody
and balances their part,
especially in moments
where the melody is
passed between sections.
If vibes are not
available, a second bell
set can be employed in
its place. It is hoped
that this piece is an
uplifting way to open
your next concert, and a
meaningful opportunity
for you to discuss the
power of making positive
choices with your
students in the ensemble
(as a reminder, regular
practicing of their
instrument is a positive
choice). Wishing you and
your ensemble well as you
look to the Promise on
the Horizon. . $65.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Promise on the Horizon [Conducteur] - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion,
Oboe, Percussion 1,
Percussion 2, Percussion
3, Snare Drum, Suspended
Cymbal, Tambourine,
Timpani and more. - Grade
2.5 SKU:
CF.YPS252F Composed
by Travis Weller. Yps.
Full score. 24 pages.
Duration 2 minutes, 18
seconds. Carl Fischer
Music #YPS252F. Published
by Carl Fischer Music
(CF.YPS252F). ISBN
9781491161913. UPC:
680160920594. A new
day. A new event. A new
opportunity. We look
forward to these things
and the potential they
hold. We live our lives
looking forward, but we
understand them looking
backward (a thought of
Danish philosopher Soren
Kierkegaard). We do not
always know what the
future may hold, but we
must remember: first,
there are no guarantees
beyond the time and
opportunity we are given
to do good. Second,
change around us is
inevitable. Finally, and
the most important
aspect, we have choices.
This lesson is fixed to
the composer's office
door: Today is the
greatest day of your
life, if you want it to
be. Why not look forward
to the Promise on the
Horizon and the
possibilities for
greatness that lie within
it? The opening motif of
this concert fanfare is
purposely inquisitive as
the piece seeks to
establish its first
steps. The subtle shift
at measure 37 and again
at measure 69 are
reminders of the
challenges that await us
during the journey. Here
again it is a matter of
choice - do we choose to
let circumstances define
us, or do we define the
circumstances? The
section at 93 is a
resounding answer that we
will move barriers,
overcome obstacles and
keep our vision looking
forward. The piece builds
toward an exciting
conclusion from measure
127 onward. The piece
reinforces several basic
rhythmic patterns in 6/8
time. As a number of
these rhythms are
repeated, it provides an
easy opportunity for the
entire ensemble to grow
more comfortable
performing in this meter.
While it is a
fanfare-type piece,
remind young musicians to
play with lightness and
precision, rather than
intensity in volume.
Maintaining this style of
articulation and accuracy
helps the rhythms in 6/8
time maintain their
buoyancy. It is vital
that each musician
listens for the melody
and balances their part,
especially in moments
where the melody is
passed between sections.
If vibes are not
available, a second bell
set can be employed in
its place. It is hoped
that this piece is an
uplifting way to open
your next concert, and a
meaningful opportunity
for you to discuss the
power of making positive
choices with your
students in the ensemble
(as a reminder, regular
practicing of their
instrument is a positive
choice). Wishing you and
your ensemble well as you
look to the Promise on
the Horizon. A new
day. A new event. A new
opportunity. We look
forward to these things
and the potential they
hold. We live our lives
looking forward, but we
understand them looking
backward (a thought of
Danish philosopher Soren
Kierkegaard). We do not
always know what the
future may hold, but we
must remember: first,Â
there are no guarantees
beyond the time and
opportunity we are given
to do good. Second,
change around us is
inevitable. Finally, and
the most important
aspect, we have choices.
This lesson is fixed
to the composer's office
door: “Today is the
greatest day of your
life, if you want it to
be.†Why not look
forward to the Promise on
the Horizon and the
possibilities for
greatness that lie within
it?The opening motif of
this concert fanfare is
purposely inquisitive as
the piece seeks to
establish its first
steps. The subtle shift
at measure 37 and again
at measure 69 are
reminders of the
challenges that await us
during the journey. Here
again it is a matter of
choice – do we
choose to let
circumstances define us,
or do we define the
circumstances? The
section at 93 is a
resounding answer that we
will move barriers,
overcome obstacles and
keep our vision looking
forward. The piece builds
toward an exciting
conclusion from measure
127 onward. The piece
reinforces several basic
rhythmic patterns in 6/8
time. As a number of
these rhythms are
repeated, it provides an
easy opportunity for the
entire ensemble to grow
more comfortable
performing in this meter.
While it is a
fanfare-type piece,
remind young musicians to
play with lightness and
precision, rather than
intensity in volume.
Maintaining this style of
articulation and accuracy
helps the rhythms in 6/8
time maintain their
buoyancy. It is vital
that each musician
listens for the melody
and balances their part,
especially in moments
where the melody is
passed between sections.
If vibes are not
available, a second bell
set can be employed in
its place. It is hoped
that this piece is an
uplifting way to open
your next concert, and a
meaningful opportunity
for you to discuss the
power of making positive
choices with your
students in the ensemble
(as a reminder, regular
practicing of their
instrument is a positive
choice). Wishing you and
your ensemble well as you
look to the Promise on
the Horizon. . $11.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Fanfare and Jubilation [Conducteur] - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bass Trombone, Bassoon, Bells, Clarinet 1, Clarin...(+)
Band Bass Clarinet, Bass
Drum, Bass Trombone,
Bassoon, Bells, Clarinet
1, Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Timpani,
Trombone, Trumpet 1 and
more. - Grade 1 SKU:
CF.BPS137F Composed
by Michael Boo. Sws. Bps.
Full score. 16 pages.
Duration 2:20. Carl
Fischer Music #BPS137F.
Published by Carl Fischer
Music (CF.BPS137F).
ISBN 9781491158494.
UPC: 680160917099. 9 x 12
inches. Fanfare and
Jubilation is a Grade 1
work that is playable by
any beginning band with
any instrumentation due
to extensive doubling.
The mood is regal and
optimistic and is
non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldnat be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you donat have
access to Timpani or a
timpanist. Bells cover a
wide rangea|the lower
octave sections should
not be played louder just
because theyare low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
donat get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isnat plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldn't be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you don't have
access to Timpani or a
timpanist. Bells cover a
wide range...the lower
octave sections should
not be played louder just
because they're low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don't get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isn't plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion.Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue.Percussion accents
are to played with more
emphasis than
non-accented notes, but
shouldn’t be
perceived as being much
louder. Timpani is only
two pitches and is
optional. The piece will
not suffer at all if you
don’t have access
to Timpani or a
timpanist. Bells cover a
wide range…the
lower octave sections
should not be played
louder just because
they’re low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate.Think of
the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don’t get carried
away and give them more
emphasis than is
musically desired.At m.
21, be careful that the
bass line isn’t
plodding or
over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section.There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. $7.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Rhapsody on a Theme of Paganini Theodore Presser Co.
Orchestra Bassoon 1, Bassoon 2, Clarinet 1, Clarinet 2, Contrabass, Flute 1, Flu...(+)
Orchestra Bassoon 1,
Bassoon 2, Clarinet 1,
Clarinet 2, Contrabass,
Flute 1, Flute 2, Horn 1,
Horn 2, Horn 3, Horn 4,
Oboe 1, Oboe 2,
Percussion, Piano,
Piccolo, Timpani,
Trombone 1, Trombone 2,
Trombone 3, Trumpet 1,
Trumpet 2, Viola, Violin
1, Violin 2 and more.
SKU: PR.41641382L
For Piano and
Orchestra. Composed
by Lowell Liebermann.
Spiral. Contemporary.
Large Score. With
Standard Notation. Op.
72. Duration 20 minutes.
Theodore Presser Company
#416-41382L. Published by
Theodore Presser Company
(PR.41641382L). UPC:
680160590896. 11 x 14
inches. Piccolo, 2
Flutes, 2 Oboes, 2
Clarinets in B-flat, 2
Bassoons, 4 Horns, 2
Trumpets in C, 3
Trombones, Timpani,
Percussion (3 players):
Tubular Bells,
Glockenspiel, Cymbals,
Triangle, Xylophone,
Vibraphone, Wood Block,
Suspended Cymbal, Snare
Drum, Bass Drum, Bongos,
Cowbell, Tam-tam,
Gunshot, Solo Piano,
Strings. $140.00 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| The Warrior's Path - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet, Euphonium, Euphonium T....(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion
1, Mallet Percussion 2,
Oboe, Percussion 1,
Percussion 2, Snare Drum,
Suspended Cymbal,
Tambourine, Triangle,
Trombone, Trumpet, Tuba
and more. - Grade 1
SKU: CF.BPS147
Composed by Travis
Weller. Set of Score and
Parts. Carl Fischer Music
#BPS147. Published by
Carl Fischer Music
(CF.BPS147). ISBN
9781491163436. UPC:
680160922222. What
does the life of a lone
warrior look like? What
stories does he or she
have to tell? This piece
for beginning band
depicts a lone warrior
beginning a journey
across an ancient land.
This solitary warrior is
joined by others on the
way, and together they
defend those who cannot
defend themselves. Each
warrior might have a
different story and
experience, and I would
encourage young musicians
to create their own
through sharing verbally,
writing a short story, or
even creating a work of
art (a picture depicting
their warrior or creating
a mask their warrior
wears might aid in the
telling of their
warrior’s
story).The
Warrior’s Path is
about one minute and
twenty seconds in length,
and the technical range
(first six notes of the
Bb concert scale) should
be very comfortable for a
student in their second
semester of instrumental
music instruction. There
are some articulations
indicated, but overall
musicians should strive
for a unified even
articulation. Throughout
the work, the snares
should be turned off or
directors can choose to
substitute with a low
concert tom. The piece
can be performed with as
few as five winds (e.g.
Flute, Clarinet, Alto
Saxophone, Trumpet and
Trombone) and just four
percussion (suggested
Bells, Snare, Cymbal and
Tambourine).The piece
began as a flexible
chamber piece during the
summer of 2020 but has
been reorchestrated for
use by a full band in a
traditional setting. It
is my hope the piece
provides a meaningful
opportunity for students
to tell a story through
music and other creative
outlets. The piece is
dedicated to elementary
band directors who have
fought for their students
and their programs each
and every day. In their
own way, they have been
warriors of a different
kind using a baton as
their sword and their
passion for music
education and their
students as a shield.
Thank you in advance for
your support of this
music, and I wish you and
your ensemble well as you
take The Warrior’s
Path. $53.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| The Warrior's Path [Conducteur] Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet, Euphonium, Euphonium T....(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion
1, Mallet Percussion 2,
Oboe, Percussion 1,
Percussion 2, Snare Drum,
Suspended Cymbal,
Tambourine, Triangle,
Trombone, Trumpet, Tuba
and more. SKU:
CF.BPS147F Composed
by Travis Weller. Full
score. 12 pages. Carl
Fischer Music #BPS147F.
Published by Carl Fischer
Music (CF.BPS147F).
ISBN 9781491163832.
UPC:
680160922628. What
does the life of a lone
warrior look like? What
stories does he or she
have to tell? This piece
for beginning band
depicts a lone warrior
beginning a journey
across an ancient land.
This solitary warrior is
joined by others on the
way, and together they
defend those who cannot
defend themselves. Each
warrior might have a
different story and
experience, and I would
encourage young musicians
to create their own
through sharing verbally,
writing a short story, or
even creating a work of
art (a picture depicting
their warrior or creating
a mask their warrior
wears might aid in the
telling of their
warrior’s
story).The
Warrior’s Path is
about one minute and
twenty seconds in length,
and the technical range
(first six notes of the
Bb concert scale) should
be very comfortable for a
student in their second
semester of instrumental
music instruction. There
are some articulations
indicated, but overall
musicians should strive
for a unified even
articulation. Throughout
the work, the snares
should be turned off or
directors can choose to
substitute with a low
concert tom. The piece
can be performed with as
few as five winds (e.g.
Flute, Clarinet, Alto
Saxophone, Trumpet and
Trombone) and just four
percussion (suggested
Bells, Snare, Cymbal and
Tambourine).The piece
began as a flexible
chamber piece during the
summer of 2020 but has
been reorchestrated for
use by a full band in a
traditional setting. It
is my hope the piece
provides a meaningful
opportunity for students
to tell a story through
music and other creative
outlets. The piece is
dedicated to elementary
band directors who have
fought for their students
and their programs each
and every day. In their
own way, they have been
warriors of a different
kind using a baton as
their sword and their
passion for music
education and their
students as a shield.
Thank you in advance for
your support of this
music, and I wish you and
your ensemble well as you
take The Warrior’s
Path. $7.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Ring The Bells - Orchestration Word Music
Choir and orchestra (Choir & flute 1, 2; oboe; clarinet 1, 2; horn 1, 2; trumpet...(+)
Choir and orchestra
(Choir & flute 1, 2;
oboe; clarinet 1, 2; horn
1, 2; trumpet 1, 2;
trumpet 3; trombone 1, 2;
trombone 3/tuba;
percussion 1, 2; harp;
rhythm; *violin 1, 2;
*viola; cello; string
bass; string reduction
(*simplified part
included)) SKU:
WD.080689892479
Composed by Tim Cates.
Choral. Sacred Anthem,
Eastertide.
Orchestration. Word Music
#080689892479. Published
by Word Music
(WD.080689892479).
UPC:
080689892479. $79.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Elephant Orchestre d'harmonie - Débutant Carl Fischer
Band concert band - Grade 1 SKU: CF.BPS127 Composed by Peter Sciaino. Fol...(+)
Band concert band - Grade
1 SKU: CF.BPS127
Composed by Peter
Sciaino. Folio. Bps. Set
of Score and Parts.
8+2+8+2+5+2+2+8+3+6+2+3+1
+1+2+2+12 pages. Duration
2 minutes, 39 seconds.
Carl Fischer Music
#BPS127. Published by
Carl Fischer Music
(CF.BPS127). ISBN
9781491156209. UPC:
680160914746. 9 x 12
inches. Program
Notes Elephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however, it's
their trumpeting that
makes them stand out as
the instrumentalists of
the animal kingdom! In
this selection, an
elephant's slow gate and
general demeanor are
represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young percussionists.
At m. 33 the
trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or lunch-bag
mutes, over their bells
(in their bells for horn
players). For the trumpet
players, the mutes can be
enhanced with an
additional balled-up
piece of paper placed at
the bottom of the bag
prior to slipping it over
the bell. Horns should
ball up the bag itself
and experiment with
placement to create the
most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age. Note to the
Conductor This piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece. Younger students
will likely need a
reasonable amount of
practice in successfully
using the lunch-bag
mutes. Allowing
additional rehearsal time
for this is
recommended. Program
Notes Elephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however, it's
their trumpeting that
makes them stand out as
the instrumentalists of
the animal kingdom! In
this selection, an
elephant's slow gait and
general demeanor are
represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young percussionists.
At m. 33 the
trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or lunch-bag
mutes, over their bells
(in their bells for horn
players). For the trumpet
players, the mutes can be
enhanced with an
additional balled-up
piece of paper placed at
the bottom of the bag
prior to slipping it over
the bell. Horns should
ball up the bag itself
and experiment with
placement to create the
most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age. Note to the
Conductor This piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece. Younger students
will likely need a
reasonable amount of
practice in successfully
using the lunch-bag
mutes. Allowing
additional rehearsal time
for this is
recommended. Program
NotesElephant is, of
course, inspired by the
incredible mammals of the
same name. Their
column-like legs, long
trunks, and massive
presence will never cease
to amaze; however,
it’s their
trumpeting that makes
them stand out as the
instrumentalists of the
animal kingdom! In this
selection, an
elephant’s slow
gait and general demeanor
are represented by a
methodical tempo and
lumbering texture.
Woodwinds will enjoy the
opportunity to perform
grace notes while
Elephant also offers
exposure to flams for
young
percussionists. At m.
33 the trumpets and horns
recreate an elephant call
after slipping brown
paper bags, or
“lunch-bag
mutes,†over their
bells (in their bells for
horn players). For the
trumpet players, the
mutes can be enhanced
with an additional
balled-up piece of paper
placed at the bottom of
the bag prior to slipping
it over the bell. Horns
should ball up the bag
itself and experiment
with placement to create
the most realistic tones
without stopping the
instrument. While
specific pitches are
noted, making the best
elephant sounds should
prioritized. Young
students always look
forward to experimenting
with mutes, and this
selection offers an
inexpensive and creative
way to do so at a young
age.Note to the
ConductorThis piece can
be used to introduce or
reinforce the finer
points of staccato
playing. While many
students know to play
these notes short in
length, they may need
reminding that they
should also be played
lightly. This also may
allow for opportunities
in emphasizing
contrasting articulation
styles that are in this
piece.Younger students
will likely need a
reasonable amount of
practice in successfully
using the
“lunch-bag
mutes.†Allowing
additional rehearsal time
for this is
recommended. $53.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| On Wings of Flight - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bass Trombone, Bassoon, Bells, Clarinet 1, Clarin...(+)
Band Bass Clarinet, Bass
Drum, Bass Trombone,
Bassoon, Bells, Clarinet
1, Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Oboe,
Percussion 1, Percussion
2, Percussion 3, Piccolo,
Snare Drum and more. -
Grade 3 SKU:
CF.CPS244 Composed by
Michael Boo. Folio. Cps.
Set of Score and Parts.
1+8+8+4+8+8+2+2+4+4+2+2+8
+8+4+4+6+6+3+2+1+2+1+1+1+
4+4+2+20 pages. Duration
3 minutes, 16 seconds.
Carl Fischer Music
#CPS244. Published by
Carl Fischer Music
(CF.CPS244). ISBN
9781491157985. UPC:
680160916580. 9 x 12
inches. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft. Donat be
concerned if you donat
have some of the lower
voice color instruments
such as bass clarinet,
baritone saxophone,
and/or bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isnat essential
as it doubles tuba, but a
lack or scarcity of bass
trombone and/or tuba
isnat critical if you do
have those other low
woodwinds. The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being slurred.
When the accented whole
notes surrounded by rests
are played, be sure they
are held out for a full
four counts. Save the
crescendo for m. 19 and
quickly drop back down in
volume at m. 21. At m.
31, the whole notes do
not crescendo to the same
ff volume as the melody.
Those parts are to save
their crescendo for m.
35. Pay attention to the
instruments that do not
diminuendo at m. 39. In
the slower section after
m. 41, be careful that
the diminuendos on the
half notes donat sag in
pitch as the notes get
softer. Trumpets and
horns at m. 49 must not
play their notes as
accents. Give particular
attention to the
diminuendos in the melody
at m. 56, so that they
fade out as the volume of
the other instruments
grows. The accented notes
at mm. 85 and 86 should
each be heard through the
volume of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft. Don't be
concerned if you don't
have some of the lower
voice color instruments
such as bass clarinet,
baritone saxophone,
and/or bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isn't essential
as it doubles tuba, but a
lack or scarcity of bass
trombone and/or tuba
isn't critical if you do
have those other low
woodwinds. The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being slurred.
When the accented whole
notes surrounded by rests
are played, be sure they
are held out for a full
four counts. Save the
crescendo for m. 19 and
quickly drop back down in
volume at m. 21. At m.
31, the whole notes do
not crescendo to the same
ff volume as the melody.
Those parts are to save
their crescendo for m.
35. Pay attention to the
instruments that do not
diminuendo at m. 39. In
the slower section after
m. 41, be careful that
the diminuendos on the
half notes don't sag in
pitch as the notes get
softer. Trumpets and
horns at m. 49 must not
play their notes as
accents. Give particular
attention to the
diminuendos in the melody
at m. 56, so that they
fade out as the volume of
the other instruments
grows. The accented notes
at mm. 85 and 86 should
each be heard through the
volume of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft.Don’t be
concerned if you
don’t have some of
the lower voice color
instruments such as bass
clarinet, baritone
saxophone, and/or
bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isn’t
essential as it doubles
tuba, but a lack or
scarcity of bass trombone
and/or tuba isn’t
critical if you do have
those other low
woodwinds.The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being
slurred.When the accented
whole notes surrounded by
rests are played, be sure
they are held out for a
full four counts. Save
the crescendo for m. 19
and quickly drop back
down in volume at m. 21.
At m. 31, the whole notes
do not crescendo to the
same ff volume as the
melody. Those parts are
to save their crescendo
for m. 35. Pay attention
to the instruments that
do not diminuendo at m.
39.In the slower section
after m. 41, be careful
that the diminuendos on
the half notes
don’t sag in pitch
as the notes get softer.
Trumpets and horns at m.
49 must not play their
notes as accents. Give
particular attention to
the diminuendos in the
melody at m. 56, so that
they fade out as the
volume of the other
instruments grows.The
accented notes at mm. 85
and 86 should each be
heard through the volume
of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. $85.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Tartan Tapestries Orchestre d'harmonie - Intermédiaire Carl Fischer
Band Bagpipes, Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2,...(+)
Band Bagpipes, Bass
Clarinet, Bass Drum,
Bassoon, Bells, Clarinet
1, Clarinet 2, Clarinet
3, Crash Cymbals, Double
Bass, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Mark
Tree, Oboe, Percussion 1,
Percussion 2 and more. -
Grade 3.5 SKU:
CF.CPS225 Composed by
Larry Clark. Concert Band
(CPS). Set of Score and
Parts. With Standard
notation.
12+12+6+12+24+24+6+4+6+6+
6+6+8+8+8+4+4+6+6+6+8+2+1
+6+2+4+10+32+4 pages.
Duration 6 minutes, 9
seconds. Carl Fischer
Music #CPS225. Published
by Carl Fischer Music
(CF.CPS225). ISBN
9781491152515. UPC:
680160910014. Tarta
n Tapestries is an
original piece that sets
out to emulate Scottish
folk music. Composer
Larry Clark has created a
concert overture in
triple meter to capture
the essence of music from
Scotland. After a lilting
first section, lush
and beautiful moments
weave a tapestry of
sounds with the lyrical,
middle section of the
piece. There is an
optional part for
bagpipes, and an optional
ending should you chose
to use this instrument as
part of the piece. Alert
your contest music
committee about this
strong new piece for
advancing
groups. Tartan
Tapestries was
commissioned by Friends
of the Arts for the Saint
Andrew's School Band in
Boca Raton,
Florida. The band
program at Saint
Andrew’s School is
under the direction of
Andrea Wolgin. The
premiere took place on
November 29, 2017.When I
was asked by their
conductor Ms. Wolgin to
write a piece for the
Saint Andrew’s
School, I asked her what
kind of involvement she
wanted the students to
have in the process. We
discussed several options
for having the students
involved in the process
of creating with the type
of piece they wanted.Â
We set up a
“Skypeâ€
meeting with members of
the band to discuss the
piece. During this
discussion, the consensus
of the students was that
they wanted a piece
depicting the Scottish
influence to the
school. They also
wanted a piece that would
challenge all sections of
the band and to include
bagpipes if possible. I
asked that the students
be involved in helping to
name the piece once it
was completed, for which
they agreed and were very
helpful. Armed with
this information, I set
out to compose a piece
for them, and Tartan
Tapestries is the
result.The piece begins
with a fanfare gesture
based upon rhythms and
harmonies that appear
throughout the piece. I
chose the lilting triple
feel to the piece, to
bring about the Scottish
flavor. I wanted the
fanfare to be bardic
sounding, to depict the
strength of the Scottish
people and for the piece
to have a dynamic
opening. The fanfare
contains material that
alludes to the main theme
and with a bit of
dissonance and tension
that is resolved in the
main body of the
piece.The main theme is a
lilting original melody,
but one that I hope with
have the essence of
Scottish folk songs. The
main idea is followed by
a more modal and dark
sounding secondary theme,
first stated in the
horns. This material
is later used in the
development section of
the piece. The main
theme returns several
times, with different and
varied orchestrations and
harmonic treatments. This
is followed by a short
transition leading to the
more lyrical and slower
second section of the
piece. A transparent
presentation of the
lyrical theme, which is
based on aspects of the
main theme, is presented
first by a solo flute.
This section is a nod to
famous composer Malcom
Arnold’s wonderful
works for orchestra in
its style and
orchestration. After a
transition or bridge
section with a solo
euphonium, the piece
builds to a dramatic
climax of the lyrical
theme by the full band.
This subsides to a return
of the solo flute to end
this second section of
the piece, followed by a
transition back the main
theme.The solo bagpipes
play a central role in
the return of the main
theme and take center
stage after being heard
in the distance earlier
in the work. The piece
brings back a shortened
version of the darker
secondary theme, followed
by a hint of the fanfare
material that builds to
one last statement of the
main theme by the full
band, before leading to a
dramatic coda to complete
the work.It has been my
pleasure to have been
given the opportunity to
compose this piece for
the Saint Andrew’s
School Band! I thank
Andrea Wolgin for making
it happen, and I hope
that you enjoy it as much
as I have enjoyed
bringing the piece to
life.–Larry
ClarkLakeland, Florida
2017. $95.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The King's Singers: The King's Singers Book of Rounds, Canons and Partsongs
Chorale 3 parties 3 parties Mixtes [Vocal Score] - Intermédiaire Hal Leonard
(Songbook). By The King's Singers. Arranged by The King's Singers. For choir (on...(+)
(Songbook). By The King's
Singers. Arranged by The
King's Singers. For choir
(one, two, or three-part
voices) (Songbook).
King's Singer's Choral.
Pop Vocal, Traditional
Folk, Baroque and
Classical Period.
Difficulty: easy-medium.
Vocal score (one, two and
three part rounds). Vocal
melody, harmony part and
leadsheet notation. 80
pages. Published by Hal
Leonard
(5)$10.95 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| On Wings of Flight [Conducteur] - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bass Trombone, Bassoon, Bells, Clarinet 1, Clarin...(+)
Band Bass Clarinet, Bass
Drum, Bass Trombone,
Bassoon, Bells, Clarinet
1, Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Oboe,
Percussion 1, Percussion
2, Percussion 3, Piccolo,
Snare Drum and more. -
Grade 3 SKU:
CF.CPS244F Composed
by Michael Boo. Sws. Cps.
Full score. 20 pages.
Duration 3 minutes, 16
seconds. Carl Fischer
Music #CPS244F. Published
by Carl Fischer Music
(CF.CPS244F). ISBN
9781491157992. UPC:
680160916597. 9 x 12
inches. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft. Donat be
concerned if you donat
have some of the lower
voice color instruments
such as bass clarinet,
baritone saxophone,
and/or bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isnat essential
as it doubles tuba, but a
lack or scarcity of bass
trombone and/or tuba
isnat critical if you do
have those other low
woodwinds. The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being slurred.
When the accented whole
notes surrounded by rests
are played, be sure they
are held out for a full
four counts. Save the
crescendo for m. 19 and
quickly drop back down in
volume at m. 21. At m.
31, the whole notes do
not crescendo to the same
ff volume as the melody.
Those parts are to save
their crescendo for m.
35. Pay attention to the
instruments that do not
diminuendo at m. 39. In
the slower section after
m. 41, be careful that
the diminuendos on the
half notes donat sag in
pitch as the notes get
softer. Trumpets and
horns at m. 49 must not
play their notes as
accents. Give particular
attention to the
diminuendos in the melody
at m. 56, so that they
fade out as the volume of
the other instruments
grows. The accented notes
at mm. 85 and 86 should
each be heard through the
volume of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft. Don't be
concerned if you don't
have some of the lower
voice color instruments
such as bass clarinet,
baritone saxophone,
and/or bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isn't essential
as it doubles tuba, but a
lack or scarcity of bass
trombone and/or tuba
isn't critical if you do
have those other low
woodwinds. The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being slurred.
When the accented whole
notes surrounded by rests
are played, be sure they
are held out for a full
four counts. Save the
crescendo for m. 19 and
quickly drop back down in
volume at m. 21. At m.
31, the whole notes do
not crescendo to the same
ff volume as the melody.
Those parts are to save
their crescendo for m.
35. Pay attention to the
instruments that do not
diminuendo at m. 39. In
the slower section after
m. 41, be careful that
the diminuendos on the
half notes don't sag in
pitch as the notes get
softer. Trumpets and
horns at m. 49 must not
play their notes as
accents. Give particular
attention to the
diminuendos in the melody
at m. 56, so that they
fade out as the volume of
the other instruments
grows. The accented notes
at mm. 85 and 86 should
each be heard through the
volume of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. On Wings of
Flight is a jubilant,
short overture that is
meant to convey the
wonder of soaring high
above the ground.
Programmatically, it can
represent either the
flight of birds or
aircraft.Don’t be
concerned if you
don’t have some of
the lower voice color
instruments such as bass
clarinet, baritone
saxophone, and/or
bassoon. Those
instruments are doubled
in the low brass. Bass
trombone isn’t
essential as it doubles
tuba, but a lack or
scarcity of bass trombone
and/or tuba isn’t
critical if you do have
those other low
woodwinds.The repetitive
eighth-note accents
should be lighter than
normal so the ongoing
effect is more propulsive
than heavy. Keep those
eighth-note patterns
locked into the tempo so
the band refrains from
unwittingly accelerating.
Think of the legato
accented notes as
slightly separated as
opposed to being
slurred.When the accented
whole notes surrounded by
rests are played, be sure
they are held out for a
full four counts. Save
the crescendo for m. 19
and quickly drop back
down in volume at m. 21.
At m. 31, the whole notes
do not crescendo to the
same ff volume as the
melody. Those parts are
to save their crescendo
for m. 35. Pay attention
to the instruments that
do not diminuendo at m.
39.In the slower section
after m. 41, be careful
that the diminuendos on
the half notes
don’t sag in pitch
as the notes get softer.
Trumpets and horns at m.
49 must not play their
notes as accents. Give
particular attention to
the diminuendos in the
melody at m. 56, so that
they fade out as the
volume of the other
instruments grows.The
accented notes at mm. 85
and 86 should each be
heard through the volume
of the rest of the
instruments, so that the
addition of each pitch is
adequately heard. If you
wish, you may place more
emphasis on the accents
in the last two measures
of the piece than you did
earlier throughout the
piece. $14.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Call of the Ancient Clans - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Timpani, Tom-tom,
Trombone 1, Trombone 2,
Trumpet 1, Trumpet 2 and
more. - Grade 1.5 SKU:
CF.FPS164 Composed by
Amy Webb. Set of Score
and Parts. Carl Fischer
Music #FPS164. Published
by Carl Fischer Music
(CF.FPS164). ISBN
9781491163504. UPC:
680160922291. Call
of the Ancient Clans
takes players back to the
time of the dawn of man,
when neighboring tribes
could communicate with
each other not by racing
through the harsh jungle
or dry desert, but by the
use of different rhythm
instruments. Music was
also used in religious
rituals, celebrations and
to share the history of
the group.With an
interesting, pulsating
rhythm and catchy
woodwind lines, Call of
the Ancient Clans is sure
to light a fire under
students and get them
involved in making some
exhilarating music. The
notes can be easily
played by those with over
a year of band
experience, but will also
provide a good challenge,
as the first clarinets do
go over the break a
couple of times.Students
will have a lot of fun
playing double forte (who
doesn’t?).
However, caution students
that playing “as
loud as you canâ€
can lead to bad-sounding
notes. Balance with the
person next to you; if
you can’t hear
them, you’re too
loud. Double forte is a
bit like calling to your
friend from across the
gym when nobody else is
in there. You
don’t want to be
louder than that.Who has
the melody at each
rehearsal mark? Your
students should know and
if they do not, tell
them. If they
don’t have the
melody, they need to back
off their notes and play
softer. Let the melody
shine.Balance will make
this piece truly sing. I
hope you enjoy playing
it; I loved writing
it. $58.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Tartan Tapestries Orchestre d'harmonie [Conducteur] - Intermédiaire Carl Fischer
Band Bagpipes, Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2,...(+)
Band Bagpipes, Bass
Clarinet, Bass Drum,
Bassoon, Bells, Clarinet
1, Clarinet 2, Clarinet
3, Crash Cymbals, Double
Bass, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Mark
Tree, Oboe, Percussion 1,
Percussion 2 and more. -
Grade 3.5 SKU:
CF.CPS225F Composed
by Larry Clark. Concert
Band (CPS). Full score.
With Standard notation.
32 pages. Carl Fischer
Music #CPS225F. Published
by Carl Fischer Music
(CF.CPS225F). ISBN
9781491153192. UPC:
680160910694. Tarta
n Tapestries is an
original piece that sets
out to emulate Scottish
folk music. Composer
Larry Clark has created a
concert overture in
triple meter to capture
the essence of music from
Scotland. After a lilting
first section, lush
and beautiful moments
weave a tapestry of
sounds with the lyrical,
middle section of the
piece. There is an
optional part for
bagpipes, and an optional
ending should you chose
to use this instrument as
part of the piece. Alert
your contest music
committee about this
strong new piece for
advancing
groups. Tartan
Tapestries was
commissioned by Friends
of the Arts for the Saint
Andrew's School Band in
Boca Raton,
Florida. The band
program at Saint
Andrew’s School is
under the direction of
Andrea Wolgin. The
premiere took place on
November 29, 2017.When I
was asked by their
conductor Ms. Wolgin to
write a piece for the
Saint Andrew’s
School, I asked her what
kind of involvement she
wanted the students to
have in the process. We
discussed several options
for having the students
involved in the process
of creating with the type
of piece they wanted.Â
We set up a
“Skypeâ€
meeting with members of
the band to discuss the
piece. During this
discussion, the consensus
of the students was that
they wanted a piece
depicting the Scottish
influence to the
school. They also
wanted a piece that would
challenge all sections of
the band and to include
bagpipes if possible. I
asked that the students
be involved in helping to
name the piece once it
was completed, for which
they agreed and were very
helpful. Armed with
this information, I set
out to compose a piece
for them, and Tartan
Tapestries is the
result.The piece begins
with a fanfare gesture
based upon rhythms and
harmonies that appear
throughout the piece. I
chose the lilting triple
feel to the piece, to
bring about the Scottish
flavor. I wanted the
fanfare to be bardic
sounding, to depict the
strength of the Scottish
people and for the piece
to have a dynamic
opening. The fanfare
contains material that
alludes to the main theme
and with a bit of
dissonance and tension
that is resolved in the
main body of the
piece.The main theme is a
lilting original melody,
but one that I hope with
have the essence of
Scottish folk songs. The
main idea is followed by
a more modal and dark
sounding secondary theme,
first stated in the
horns. This material
is later used in the
development section of
the piece. The main
theme returns several
times, with different and
varied orchestrations and
harmonic treatments. This
is followed by a short
transition leading to the
more lyrical and slower
second section of the
piece. A transparent
presentation of the
lyrical theme, which is
based on aspects of the
main theme, is presented
first by a solo flute.
This section is a nod to
famous composer Malcom
Arnold’s wonderful
works for orchestra in
its style and
orchestration. After a
transition or bridge
section with a solo
euphonium, the piece
builds to a dramatic
climax of the lyrical
theme by the full band.
This subsides to a return
of the solo flute to end
this second section of
the piece, followed by a
transition back the main
theme.The solo bagpipes
play a central role in
the return of the main
theme and take center
stage after being heard
in the distance earlier
in the work. The piece
brings back a shortened
version of the darker
secondary theme, followed
by a hint of the fanfare
material that builds to
one last statement of the
main theme by the full
band, before leading to a
dramatic coda to complete
the work.It has been my
pleasure to have been
given the opportunity to
compose this piece for
the Saint Andrew’s
School Band! I thank
Andrea Wolgin for making
it happen, and I hope
that you enjoy it as much
as I have enjoyed
bringing the piece to
life.–Larry
ClarkLakeland, Florida
2017. $14.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Call of the Ancient Clans [Conducteur] Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Timpani, Tom-tom,
Trombone 1, Trombone 2,
Trumpet 1, Trumpet 2 and
more. SKU:
CF.FPS164F Composed
by Amy Webb. Full score.
16 pages. Carl Fischer
Music #FPS164F. Published
by Carl Fischer Music
(CF.FPS164F). ISBN
9781491163900. UPC:
680160922697. Call
of the Ancient Clans
takes players back to the
time of the dawn of man,
when neighboring tribes
could communicate with
each other not by racing
through the harsh jungle
or dry desert, but by the
use of different rhythm
instruments. Music was
also used in religious
rituals, celebrations and
to share the history of
the group.With an
interesting, pulsating
rhythm and catchy
woodwind lines, Call of
the Ancient Clans is sure
to light a fire under
students and get them
involved in making some
exhilarating music. The
notes can be easily
played by those with over
a year of band
experience, but will also
provide a good challenge,
as the first clarinets do
go over the break a
couple of times.Students
will have a lot of fun
playing double forte (who
doesn’t?).
However, caution students
that playing “as
loud as you canâ€
can lead to bad-sounding
notes. Balance with the
person next to you; if
you can’t hear
them, you’re too
loud. Double forte is a
bit like calling to your
friend from across the
gym when nobody else is
in there. You
don’t want to be
louder than that.Who has
the melody at each
rehearsal mark? Your
students should know and
if they do not, tell
them. If they
don’t have the
melody, they need to back
off their notes and play
softer. Let the melody
shine.Balance will make
this piece truly sing. I
hope you enjoy playing
it; I loved writing
it. $9.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Chasing Mercury - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, C...(+)
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! $90.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Chasing Mercury [Conducteur] - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet 1, Clarinet 2, C...(+)
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! $14.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Lonely Travelers - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet, Euphonium, Euph...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Chimes, Clarinet,
Euphonium, Euphonium
T.C., Flute, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Spoons,
Timpani, Trombone,
Trumpet, Tuba, Washboard,
Whistle, alto Saxophone
and more. - Grade 2
SKU: CF.YPS231
Composed by Travis
Weller. Folio. Yps. Set
of Score and Parts.
8+2+8+2+2+5+2+2+8+4+3+3+2
+3+2+1+2+3+16 pages.
Duration 2 minutes, 14
seconds. Carl Fischer
Music #YPS231. Published
by Carl Fischer Music
(CF.YPS231). ISBN
9781491157831. UPC:
680160916436. 9 x 12
inches. The life of
railroad worker in the
early days of expansion
was lonely, and the need
for music to bolster
spirits was of great
importance. The character
singing 900 Miles is
looking forward to being
reunited with his family
after being separated
from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
songa900 Milesaand they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human experience.
While the music paints a
picture of someone who is
alone, that is not a
feeling I want for any
young student in our
schools today. Band is
one of the few places
where students can
discover that sense of
belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region. The opening
flute, clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. The
life of railroad worker
in the early days of
expansion was lonely, and
the need for music to
bolster spirits was of
great importance. The
character singing 900
Miles is looking forward
to being reunited with
his family after being
separated from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
song--900 Miles--and they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human experience.
While the music paints a
picture of someone who is
alone, that is not a
feeling I want for any
young student in our
schools today. Band is
one of the few places
where students can
discover that sense of
belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region. The opening
flute, clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. The
life of railroad worker
in the early days of
expansion was lonely, and
the need for music to
bolster spirits was of
great importance. The
character singing 900
Miles is looking forward
to being reunited with
his family after being
separated from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
song—900
Miles—and they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human
experience.While the
music paints a picture of
someone who is alone,
that is not a feeling I
want for any young
student in our schools
today. Band is one of the
few places where students
can discover that sense
of belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region.The opening flute,
clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. $65.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Lonely Travelers [Conducteur] - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet, Euphonium, Euph...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Chimes, Clarinet,
Euphonium, Euphonium
T.C., Flute, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Spoons,
Timpani, Trombone,
Trumpet, Tuba, Washboard,
Whistle, alto Saxophone
and more. - Grade 2
SKU: CF.YPS231F
Composed by Travis
Weller. Sws. Yps. Full
score. 16 pages. Duration
2 minutes, 14 seconds.
Carl Fischer Music
#YPS231F. Published by
Carl Fischer Music
(CF.YPS231F). ISBN
9781491157824. UPC:
680160916429. 9 x 12
inches. The life of
railroad worker in the
early days of expansion
was lonely, and the need
for music to bolster
spirits was of great
importance. The character
singing 900 Miles is
looking forward to being
reunited with his family
after being separated
from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
songa900 Milesaand they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human experience.
While the music paints a
picture of someone who is
alone, that is not a
feeling I want for any
young student in our
schools today. Band is
one of the few places
where students can
discover that sense of
belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region. The opening
flute, clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. The
life of railroad worker
in the early days of
expansion was lonely, and
the need for music to
bolster spirits was of
great importance. The
character singing 900
Miles is looking forward
to being reunited with
his family after being
separated from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
song--900 Miles--and they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human experience.
While the music paints a
picture of someone who is
alone, that is not a
feeling I want for any
young student in our
schools today. Band is
one of the few places
where students can
discover that sense of
belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region. The opening
flute, clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. The
life of railroad worker
in the early days of
expansion was lonely, and
the need for music to
bolster spirits was of
great importance. The
character singing 900
Miles is looking forward
to being reunited with
his family after being
separated from them for
considerable time. The
Wayfaring Stranger is a
prominent American folk
and gospel song that
reflects upon the journey
through life. The
character in that song
contemplates better times
with their family in the
afterlife. Both of these
songs speak to the idea
of searching for
something beyond the
current situation in
which that person finds
themselves. The
programmatic qualities of
the work are essentially
tied to the main folk
song—900
Miles—and they
evoke the idea of where
the song found its
origins. Beyond that,
both songs connect each
of us to the sense of
belonging and family that
are the human
experience.While the
music paints a picture of
someone who is alone,
that is not a feeling I
want for any young
student in our schools
today. Band is one of the
few places where students
can discover that sense
of belonging and find a
surrogate family. While
band is a family that
might not always get
along, they can reach a
shared goal through
diligent work, caring and
encouragement. It was a
pleasure completing
Lonely Travelers for
longtime friend, superb
musician, excellent
educator and dedicated
leader in music education
Dennis Emert. His
students debuted the work
at the 2020 PMEA State
Conference. I am deeply
appreciative of Dennis
and the friendship,
encouragement and
perspective he shared
with me over the years
teaching in the same
region.The opening flute,
clarinet and alto
saxophone part can be
performed by the entire
section or as a solo at
the discretion of the
director. The washboard
and spoon part can be
doubled as players allow.
I would suggest bringing
these students to the
front of the stage to get
the sound of both
instruments to the
audience. As the piece
develops and Wayfaring
Stranger is layered with
900 Miles, please remind
your ensemble to play so
they can hear each other,
not so they are
individually heard. I
thank you and your
ensemble in advance as
you begin this journey
together in search of
Lonely Travelers. $11.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Easter Anthem Chorale SATB Hope Publishing Company
SATB choir; orchestra (flute, oboe, clarinet, trumpet 1 & 2, trumpet 3, horn 1 &...(+)
SATB choir; orchestra
(flute, oboe, clarinet,
trumpet 1 & 2, trumpet 3,
horn 1 & 2, horn 3,
trombone 1 & 2, tuba,
percussion (orchestra
bells, timpani), rhythm,
harp, violin 1, violin 2,
viola, cello and bass)
SKU: HP.A609O
Composed by Anne Herring
and Annie Herring.
Arranged by Jack
Schrader. Piano
Accompaniment with
Optional Orchestra.
Contemporary, Hymntune,
Easter Sunday, Sacred.
Set of Instrumental
Parts. Hope Publishing
Company #A609O. Published
by Hope Publishing
Company (HP.A609O).
UPC: 763628249670. By
Anne
Herring. Easter
anthem by Anne
Herring The
hand-written
Orchestration contains a
Conductor's Score and
parts for: Flute,
Oboe,Clarinet, Trumpet 1
& 2, Trumpet 3, Horn 1 &
2, Horn 3, Trombone 1 &
2, Tuba, Percussion
(orchestra bells,
timpani), Rhythm, Harp,
Violin 1, Violin 2,Viola,
Cello. . . The
hand-written
Orchestration contains a
Conductor's Score and
parts for: Flute,
Oboe,Clarinet, Trumpet 1
& 2, Trumpet 3, Horn 1 &
2, Horn 3, Trombone 1 &
2, Tuba, Percussion
(orchestra bells,
timpani), Rhythm, Harp,
Violin 1, Violin 2,Viola,
Cello and Bass. $89.95 - Voir plus => AcheterDélais: 4 to 6 business days | | |
| Clock Tower - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Clarinet, Euphonium, Euphonium T.C., Flu...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Clarinet,
Euphonium, Euphonium
T.C., Flute, Flute 2,
Horn, Mallet Percussion,
Oboe, Percussion 1,
Percussion 2, Snare Drum,
Tambourine, Temple
Blocks, Timpani,
Trombone, Trumpet, Tuba,
Xylophone, alto Saxophone
and more. - Grade 1
SKU: CF.BPS145
Composed by Richard
Summers. Bps. Set of
Score and Parts.
8+2+8+2+5+2+2+8+3+2+2+6+2
+3+1+1+2+2+16 pages.
Duration 2:15. Carl
Fischer Music #BPS145.
Published by Carl Fischer
Music (CF.BPS145).
ISBN 9781491161258.
UPC:
680160919840. Datin
g back to the 13th
century, the clock tower
was located in the center
of a town and used by
townspeople to hear the
time through bells and
chimes ringing out. There
are clock towers all over
the world and they are
wonderful landmarks to
towns and communities.
This work begins and ends
with the Westminster
Chimes theme, which is
used by many clocks and
clock towers, including
Big Ben, the famous clock
tower in London. Clock
Tower contains many
essential musical and
technical skills for a
beginning level band
piece. The tick of the
clock mechanism is
imitated by pitched
woodblocks, and the main
theme is based on
ascending and descending
scale patterns,
reinforcing note-reading
ability for the beginning
student. There are layers
of new countermelodies
and contrasting sections
with dynamics and legato
passages, giving the
students an opportunity
to play in different
musical styles. There is
a low brass and woodwind
feature and a section
introducing eighth notes
to the upper winds. The
sound between the
woodwinds and the brass
are also important, but
many woodwind passages
are cued in the brass in
case a beginning band
might need extra players
to help with the balance
and blend. This gives the
director the opportunity
to experiment with these
cues and add a few other
instruments when
needed. Dating back to
the 13th century, the
clock tower was located
in the center of a town
and used by townspeople
to hear the time through
bells and chimes ringing
out. There are clock
towers all over the world
and they are wonderful
landmarks to towns and
communities. This work
begins and ends with the
Westminster Chimes theme,
which is used by many
clocks and clock towers,
including Big Ben, the
famous clock tower in
London.  Clock
Tower contains many
essential musical and
technical skills for a
beginning level band
piece. The tick of the
clock mechanism is
imitated by pitched
woodblocks, and the main
theme is based on
ascending and descending
scale patterns,
reinforcing note-reading
ability for the beginning
student. There are layers
of new countermelodies
and contrasting sections
with dynamics and legato
passages, giving the
students an opportunity
to play in different
musical styles. There is
a low brass and woodwind
feature and a section
introducing eighth notes
to the upper winds. The
sound between the
woodwinds and the brass
are also important, but
many woodwind passages
are cued in the brass in
case a beginning band
might need extra players
to help with the balance
and blend. This gives the
director the opportunity
to experiment with these
cues and add a few other
instruments when
needed. . $53.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
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