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

Scored for clarinet, cello and piano Clarinet Trio (BH 12624) is in three movements, with a total duration of 20 minutes. The first movement, 'Ljud stort, ljud' (Sound big, sound), was commissioned in 2008 to celebrate the centenary of Svenska kulturfonden. 'Som det stilla vi söker' (Like the tranquillity we seek) and 'Slå våg, slå' (Crash wave, crash) were commissioned in the same year by the Bergen International Festival. Piano Trio (BH 12982) is the same work adapted by the composer in 2011-12 for violin, cello and piano.Note that the piano and cello parts are not interchangeable between the respective versions.Suitable for advanced standard performers. / Piano, Violon Et Violoncelle

25 Favorites To Strum And Sing. 25 Christian favorites to strum and sing on the uke, including: As the Deer - Better Is One Day - Draw Me Close - Glorify Thy Name - He Is Exalted - I Could Sing of Your Love Forever - Lamb of God - Shine, Jesus, Shine - There Is a Redeemer - and more. 25 Christian favorites to strum and sing on the uke, including: As the Deer - Better Is One Day - Draw Me Close - Glorify Thy Name - He Is Exalted - I Could Sing of Your Love Forever - Lamb of God - Shine, Jesus, Shine - There Is a Redeemer - and more. 25 Christian favorites to strum and sing on the uke, including: As the Deer - Better Is One Day - Draw Me Close - Glorify Thy Name - He Is Exalted - I Could Sing of Your Love Forever - Lamb of God - Shine, Jesus, Shine - There Is a Redeemer - and more./ Recueil / Ukulélé

Media Type : Book Level : Multiple Levels Musical Genre : Dance Number of pages : 64 The Artistic Directors of the award-winning Terra Nova Consort have been in residence at the Oregon Shakespeare Festival for over ten years. This, their first publication, contains over 40 arrangements for recorders of Renaissance English and Scottish Country-Dance music as early as Playford and up to the present. The arrangements in this book were written and performed by Patricia O'Scannell, herself an accomplished recorder player, in the context of music being set for dances, balls and workshops, and are an excellent tool for aspiring players. The settings are for two to four recorders, allowing for numerous combinations of voicing depending on what the players have at hand, and include O'Scannell's insightful comments about style and technique. The music may also be played on a variety of other instruments common to the genre and used by aficionados seeking arrangements for Scottish and English repertoire to play with dancers. Written for intermediate through advanced players with some parts appropriate for beginners, this collection will appeal to all serious recorder players.

The first book in The Graded Piano Player series offers popular repertoire for pianists at Grades 0-1. - Filled with classic tunes and songs from Disney, TV and film, jazz, pop and musical theatre. - Rigorously researched, edited and fingered by top educationalists. - Meticulously arranged to progress in line with the ABRSM and Trinity graded piano examinations. - Ideal for anyone seeking well-crafted arrangements of tunes they love. - For leisure, exams and to use as fun and technical repertoire between grades./ Recueil / Piano

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

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

Par L'ESTRANGE ALEXANDER. Singbook is an inspirational resource for all singing leaders working with children and young people, and contains 12 songs by some of today's most exciting songwriters. Suitable for established singing leaders seeking new repertoire, and those leading singing groups for the first time. Inspires young people with an exciting and vibrant mix of styles. Celebrates our cultural diversity, combining songs from Gujarati, Chinese and Albanian music with the best of the UK. Each song includes warm-ups, learning strategies and interviews with the songwriters. All vocal parts and lyric sheets are photocopiable. The songs are graded and colour-coded into three levels - Starting, Developing and Challenging. The book is complete with two professionally-produced CDs of complete demonstrations and backing tracks. Produced in association with Youth Music and NASUWT / Niveau : Facile / Recueil / Voix

Singbook is an inspirational resource for all singing leaders working with children and young people, and contains 12 songs by some of today's most exciting songwriters. Suitable for established singing leaders seeking new repertoire, and those leading singing groups for the first time. Inspires young people with an exciting and vibrant mix of styles. Celebrates our cultural diversity, combining songs from Gujarati, Chinese and Albanian music with the best of the UK. Each song includes warm-ups, learning strategies and interviews with the songwriters. All vocal parts and lyric sheets are photocopiable. The songs are graded and colour-coded into three levels - Starting, Developing and Challenging. This edition features full Piano scores for those wishing to accompany their singers themselves, or for Piano-based rehearsal. To be used alongside Singbook (Catalogue No. 0571523986) Produced in association with Youth Music and NASUWT / Voix

Par BATESON THOMAS. Thomas Bateson: Second Set of Madrigals in 3, 4, 5 & 6 parts (1618) Contents: Songs of three parts: Love is the fire My Mistress after service due One woman scarce of twenty If I seek to enjoy Pleasure is a wanton thing Sweet, those trammels of your hair Songs of four parts: Live not, poor bloom The nightingale in silent night O what is she? (the first part) See forth her eyes (the second part) When to the gloomy woods Of floods of tears Songs of five parts Have I found her? Down the hills Corinna trips Camilla fair tripped o'er the plain Sadness, sit down Life of my life I heard a noise With bittersighs Why do I, dying, live? In depth of grief All the day I waste (the first part) Why dost thou fly? (the second part) Come, Sorrow, help me to lament Songs of six parts: Cupid in a bed of roses (the first part) Cytherea smiling said (the second part) Her hair the net of golden wire Fond love is blind (the first part) Ah, Cupid, grant (the second part) She with a cruel frown/ Répertoire / Madrigaux

part II of the cycle Profiles of Light. Par PINTSCHER MATTHIAS. 'Now II” is the second part of a triptych of chamber pieces entitled 'Profiles of Light”. The first part is written for solo piano (Now I, BA 11073), the second for unaccompanied cello. The two instruments are then combined in the concluding third part, Uriel (BA 11013). All three pieces were inspired by the Abstract Expressionist paintings of the American artist Barnett Newman. Newman's work has had a formative impact on Matthias Pintscher's artistic philosophy: what does it mean to reduce things to essentials while seeking maximum immediacy of expression? Several of Newman's paintings have a radiant light of uncommon intensity, yet resembling a dark illumination. The same sort of thing is found in the late works of Franz Schubert, where a comparable profundity and retrospective yearning likewise shine through the surface of even the brightest tonalities. This is a piece about resonances, about the inward and outward givens of existence, about life itself: 'I find the cello a highly suitable instrument for depicting such existential conditions'. / Niveau : 5 / Répertoire / Violoncelle

This little piece was commissioned by King's College, Cambridge in 2002 as the then-latest in their celebrated annual Christmastide service of Nine Lessons and Carols for their unique Chapel - it is dedicated to the choir and its director Stephen Cleobury. 'Little', but already a mini-cantata telling the start of the familiar story - Gabriel's Annunciation - praise to the Virgin before she too sings 'my soul doth magnify the Lord': the shepherds a-watching their flocks by night - the angelic chorus in the sky - the fusion of celestial and earthy around the crib holding the baby who is also 'lord of Time and Space'. Here we stop, for now. In fact this is only the first panel of a Christmas Sequence that continues and concludes the whole tale. Seeking out unhackneyed texts, I found such attractive material in the byways that I couldn't resist weaving together from it a composite tapestry, then setting the lot! The words of this section are from the Gospel account, anonymous carols of the 15th, 16th and 17th centuries, Edmund Bolton (1611, 'Sweet music, sweeter far...'), the Gloria from the Mass, a couple of lines from well-loved Anglican Christmas hymns - with neutral link-lines of my own. The music, also, has elements of such wider referencing, which will surely not be lost on the attentive hearer! / Choeur Mixte (SATB) Et Orgue