(C Edition) For voice and C instrument. Format: fakebook. With vocal melody, lyr...(+)
(C Edition) For voice and
C instrument. Format:
fakebook. With vocal
melody, lyrics and chord
names. Series: Hal
Leonard Fake Books. 856
pages. 9x12 inches.
Published by Hal Leonard.
(Words and Chords to Nearly 1200 Songs 9x12 Spiral Bound). Edited by Annie Patte...(+)
(Words and Chords to
Nearly 1200 Songs 9x12
Spiral Bound). Edited by
Annie Patterson and Peter
Blood. For Vocal. Vocal.
Softcover. 304 pages.
Published by Hal Leonard
(Words and Chords to Nearly 1200 Songs Spiral-Bound). Edited by Annie Patterson ...(+)
(Words and Chords to
Nearly 1200 Songs
Spiral-Bound). Edited by
Annie Patterson and Peter
Blood. For Vocal. Vocal.
Softcover. 304 pages.
Published by Hal Leonard
SKU: GI.G-10049 Teaching Universal Skills to Improve Performance and B...(+)
SKU: GI.G-10049
Teaching Universal
Skills to Improve
Performance and Benefit
Life. Composed by
Dylan Savage. Music
Education. 278 pages. GIA
Publications #10049.
Published by GIA
Publications
(GI.G-10049).
ISBN
9781622774333.
Musi
c teachers know their
students don’t
just learn to play music,
they are also exposed to
universal life skills
along the way. But
that’s just part
of the story. Currently,
most students are largely
left to learn these
universal
skills—like
problem-solving,
patience, focus,
collaboration, critical
thinking, creativity, and
communication—on
their own and often not
very effectively. The
Transposed Musician is a
practical guide to
teaching these universal
skills within the context
of a traditional music
lesson. The results not
only empower students to
better confront the
challenges of the
twenty-first century,
they significantly
improve
musicianship—a
double benefit. Author
Dylan Savage spent two
decades refining his
approach to teaching
universal skills through
music, and he shares them
in this book. Each of the
eight chapters of The
Transposed Musician
focuses on a specific
universal skill
(problem-solving, focus,
patience, critical
thinking, communication,
collaboration,
improvisation, and
creativity) and shows how
students can apply that
skill to music. He then
shows how teachers can
guide those students to
“transposeâ€
that skill to life and
back again to music with
far deeper understanding
and musicianship. With
practical examples and
clear writing, this book
is for music educators
wishing to help their
students become both
better musicians and also
better-equipped citizens
of the world. Students
truly become
“transposed
musicians†for life
and for music. Dylan
Savage is Associate
Professor of Piano at the
University of North
Carolina–Charlotte
. He is also a
Bösendorfer Concert
Artist, a Capstone
Records Recording Artist,
and a winner of the Rome
Festival Orchestra
Competition.
https://thetransposedmusi
cian.com/ This book is
priceless and contains a
wealth of music teaching
information that every
teacher should apply to
their studio. Dylan
Savage’s use of
universal skills
transforms music teaching
into a viable and
essential part of
education in the
twenty-first-century.
This teaching approach of
using universal skills
can revolutionize
teaching music in both
the private studio and
college level and will
give teachers a greater
sense of purpose and
satisfaction in their
work. This book
challenges many
preconceived ideas about
teaching music and
mastering performance.
Bravo for shaking up the
status quo.
—Randall Hartsell
  Composer,
Clinician, Teacher This
book asks and explores
fascinating questions
about what it means to
study music in a changing
world. Are there skills
we can learn in our music
lessons which can enrich
our lives in
other non-musical
areas, and then can we
bring those expanded
skills back into our
study of music itself?
Too often our
conservatories are
dead-ends, stuck with
outdated, one-dimensional
approaches which can lead
to stunted personal
development. This book
suggests ways in which we
can break down doors, for
students and teachers
alike, and celebrate
music as something
life-affirming, in and
out of the studio.
—Stephen Hough
  Pianist,
Composer, Writer Dylan
Savage has given us a
fresh and creative
pedagogy to guide our
music students toward
life as
twenty-first-century
musicians. His career as
pianist and teacher, and
his firsthand experience
in the marketplace of
business and industry,
allow him to forge a
systematic approach to
teaching universal skills
in the music lesson. In
each of the eight
chapters, skills such as
problem-solving, focus,
critical thinking,
collaboration, and
improvisation are defined
and applied to musical
skills. These in turn are
“transposedâ€
to non-musical
applications. We observe
the music lessons and the
active
“transpositionâ€
or transfer of
universal skills
exemplified through
descriptions of
particular lessons. The
anxieties, confusions,
and ultimate comfort and
understanding of students
are guided by the
questions of the teacher.
The book is beautifully
organized and is enriched
by quotations of artists,
musicians and
philosophers, and
suggested readings and
references. I really
think this is an
important and helpful
book with a point of view
that is much needed. The
empathy and knowledge of
the author steer the
reader toward the
realities of
today’s musical
world, a world that
requires skilled
musicians to have
universal skills that
benefit their lives,
regardless of their
ultimate career paths.
—Phyllis Alpert
Lehrer  Â
Professor Emerita,
Westminster Choir College
of Rider University Â
 Artist Faculty,
Westminster Conservatory
In The Transposed
Musician, Dylan Savage
combines a
visionary’s deep
understanding of the
challenges music students
and teachers face with an
eminently practical way
to meet those challenges.
Using a master
teacher’s insight,
Savage
“transposesâ€
eight potential stumbling
blocks into eight
universal skills that can
be acquired through a
beautifully organized,
step-by-step approach. In
turn, he shows how these
skills can be applied to
other areas in our
rapidly changing world,
helping us lead more
satisfying, meaningful,
and fulfilling lives, not
only as musicians, but as
human beings. For
students and teachers
alike, an inspired and
inspiring book.
—Barbara
Lister-Sink, Ed.D. Â
 Producer, Freeing
the Caged Bird The
Transposed Musician is an
important contribution to
our literature on
teaching essential life
skills including
problem-solving,
patience, focus, critical
thinking, and creativity
within the traditional
music lesson. Teachers
and students both can
benefit from the study
and application of these
skills. Applications are
made both to the
traditional lesson as
well as to non-music
applications.
—Jane Magrath Â
 Pianist, Author,
Teacher  Â
University of Oklahoma
Twenty-five hundred years
ago Plato recommended
music first in his ideal
curriculum for potential
leaders of
Athens—before
sport, mathematics, and
moral philosophy. None of
his candidates, one may
assume, aspired to become
a professional musician.
Nevertheless, throughout
centuries, otherwise
people have acknowledged
that the study and
practice of music
generates collateral
benefits essential to
human fulfillment. In his
new book The
Transposed Musician,
Professor Dylan Savage of
the University of North
Carolina at Charlotte
identifies eight of these
benefits—Problem
Solving, Focus, Patience,
Critical Thinking,
Communication,
Collaboration,
Improvisation, and
Creativity—and
calls them
“universal
skills†which may
be developed consciously
and systematically within
the context of
traditional music
lessons. Doing so takes
what has been implicit
all along and makes it
explicit. Music is good
for us! Music teachers,
even at the highest
conservatory level, learn
from Professor Savage
that they are not so much
professional trainers as
guides to a happier, more
successful life.
—Dr. Joseph
Robinson  Â
Principal Oboe, New York
Philharmonic
(1978–2005) Â
 Successful author,
teacher, producer, and
arts advocate Savage's
excellent book couldn't
be more timely, unique,
clear, full of wisdom,
and exactly what we need.
As he points out, music
teachers have known for
generations—in a
rather generalized
way—that musical
skills can strengthen
life skills in many ways.
Dylan Savage is the first
to address this
'transposition'
intentionally, with
specific exercises in the
transferrable skills.
What better gift could
there be for music
students facing an
ever-changing world?
—William Westney
  Award-winning
concert pianist (Geneva
Competition) and teacher
  Author
of The Perfect Wrong
Note: Learning to Trust
Your Musical Self.
Chamber Music Cello,
Flute, Viola 1, Viola 2,
Violin
SKU:
CF.MXE219
Composed by
Wolfgang Amadeus Mozart.
Arranged by Robert
Stallman. Sws.
56+16+16+16+16+12 pages.
Carl Fischer Music
#MXE219. Published by
Carl Fischer Music
(CF.MXE219).
ISBN
9781491157794. UPC:
680160916399. 9 x 12
inches.
Composed
by Zachary Cairns. Sws.
Yps. Full score. 24
pages. Duration 4
minutes, 48 seconds. Carl
Fischer Music #YPS217F.
Published by Carl Fischer
Music (CF.YPS217F).
ISBN 9781491156551.
UPC: 680160915095. 9 x 12
inches.
Hope
Remains Within was
commissioned by and
composed for the Mount
Nittany Middle School 7th
and 8th Grade Concert
Bands. Having heard the
students of Mount Nittany
perform another work of
mine, I was very excited
when their director,
Johanna Steinbacher,
approached me about
writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn't exactly sure
how, or what. Johanna
talked to some of her
students and learned
that, in 7th grade, the
students spend a good
deal of time studying
mythology in their
English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora. As
such, I decided to use
that story as the basis
of this composition. Hope
Remains Within doesn't
attempt to re-tell the
story, event by event, in
musical terms. Instead,
my goal was to address
what seems to be one of
the central issues of the
Pandora myth. Though
there are some
variations, we probably
all know the basics as
told by the ancient Greek
poet Hesiod. Zeus decides
to punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus's brother
Epimetheus as a bride.
Pandora is herself given
a jar (according to many
sources, jar seems to be
a more accurate
translation for what we
commonly call Pandora's
box) which contained
numerous evils, diseases,
and other pains. Out of
curiosity, Pandora opens
the jar and releases all
of these evils into the
world. But one thing
remains in the jar: hope.
The issue of hope seems
to be one of the big
interpretive questions of
the Pandora myth. Why
does hope remain within
the jar? Why doesn't it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place? I'm not enough of
a mythological scholar to
claim to have definitive
answers to those
questions, but these are
the questions that I've
tried to engage from a
musical perspective in
Hope Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed. Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope's
beginning played by alto
saxophones and chimes,
comes from the opening
measures of Skyrabin's
work. Given the important
role that Prometheus
plays in the Pandora
myth, this seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key. Additionally,
I have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the piece's
slow opening, I have
allowed these minor key
pitches to mingle freely
within the Bb major
tonality, adding extra
color and (I hope!)
beauty. As the piece
progresses, though, the
tempo increases, and we
lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn't
resist.). Hope Remains
Within was commissioned
by and composed for the
Mount Nittany Middle
School 7th and 8th Grade
Concert Bands. Having
heard the students of
Mount Nittany perform
another work of mine, I
was very excited when
their director, Johanna
Steinbacher, approached
me about writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn’t
exactly sure how, or
what. Johanna talked to
some of her students and
learned that, in 7th
grade, the students spend
a good deal of time
studying mythology in
their English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora.As such,
I decided to use that
story as the basis of
this composition. Hope
Remains Within
doesn’t attempt to
re-tell the story, event
by event, in musical
terms. Instead, my goal
was to address what seems
to be one of the central
issues of the Pandora
myth. Though there are
some variations, we
probably all know the
basics as told by the
ancient Greek poet
Hesiod. Zeus decides to
punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus’s
brother Epimetheus as a
bride. Pandora is herself
given a jar (according to
many sources,
“jar†seems
to be a more accurate
translation for what we
commonly call
“Pandora’s
boxâ€) which
contained numerous evils,
diseases, and other
pains. Out of curiosity,
Pandora opens the jar and
releases all of these
evils into the world. But
one thing remains in the
jar: hope.The issue of
hope seems to be one of
the big interpretive
questions of the Pandora
myth. Why does hope
remain within the jar?
Why doesn’t it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place?I’m not
enough of a mythological
scholar to claim to have
definitive answers to
those questions, but
these are the questions
that I’ve tried to
engage from a musical
perspective in Hope
Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed.Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope’s
beginning played by alto
saxophones and chimes,
comes from the opening
measures of
Skyrabin’s work.
Given the important role
that Prometheus plays in
the Pandora myth, this
seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key.Additionally, I
have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the
piece’s slow
opening, I have allowed
these minor key pitches
to mingle freely within
the Bb major tonality,
adding extra color and (I
hope!) beauty. As the
piece progresses, though,
the tempo increases, and
we lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn’t
resist.).
Composed by
Zachary Cairns. Folio.
Yps. Set of Score and
Parts.
8+8+4+8+8+4+2+6+4+4+4+8+8
+8+8+6+6+6+4+6+4+2+2+4+6+
10+24 pages. Duration 4
minutes, 48 seconds. Carl
Fischer Music #YPS217.
Published by Carl Fischer
Music (CF.YPS217).
ISBN 9781491156544.
UPC: 680160915088. 9 x 12
inches.
Hope
Remains Within was
commissioned by and
composed for the Mount
Nittany Middle School 7th
and 8th Grade Concert
Bands. Having heard the
students of Mount Nittany
perform another work of
mine, I was very excited
when their director,
Johanna Steinbacher,
approached me about
writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn't exactly sure
how, or what. Johanna
talked to some of her
students and learned
that, in 7th grade, the
students spend a good
deal of time studying
mythology in their
English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora. As
such, I decided to use
that story as the basis
of this composition. Hope
Remains Within doesn't
attempt to re-tell the
story, event by event, in
musical terms. Instead,
my goal was to address
what seems to be one of
the central issues of the
Pandora myth. Though
there are some
variations, we probably
all know the basics as
told by the ancient Greek
poet Hesiod. Zeus decides
to punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus's brother
Epimetheus as a bride.
Pandora is herself given
a jar (according to many
sources, jar seems to be
a more accurate
translation for what we
commonly call Pandora's
box) which contained
numerous evils, diseases,
and other pains. Out of
curiosity, Pandora opens
the jar and releases all
of these evils into the
world. But one thing
remains in the jar: hope.
The issue of hope seems
to be one of the big
interpretive questions of
the Pandora myth. Why
does hope remain within
the jar? Why doesn't it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place? I'm not enough of
a mythological scholar to
claim to have definitive
answers to those
questions, but these are
the questions that I've
tried to engage from a
musical perspective in
Hope Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed. Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope's
beginning played by alto
saxophones and chimes,
comes from the opening
measures of Skyrabin's
work. Given the important
role that Prometheus
plays in the Pandora
myth, this seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key. Additionally,
I have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the piece's
slow opening, I have
allowed these minor key
pitches to mingle freely
within the Bb major
tonality, adding extra
color and (I hope!)
beauty. As the piece
progresses, though, the
tempo increases, and we
lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn't
resist.). Hope Remains
Within was commissioned
by and composed for the
Mount Nittany Middle
School 7th and 8th Grade
Concert Bands. Having
heard the students of
Mount Nittany perform
another work of mine, I
was very excited when
their director, Johanna
Steinbacher, approached
me about writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn’t
exactly sure how, or
what. Johanna talked to
some of her students and
learned that, in 7th
grade, the students spend
a good deal of time
studying mythology in
their English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora.As such,
I decided to use that
story as the basis of
this composition. Hope
Remains Within
doesn’t attempt to
re-tell the story, event
by event, in musical
terms. Instead, my goal
was to address what seems
to be one of the central
issues of the Pandora
myth. Though there are
some variations, we
probably all know the
basics as told by the
ancient Greek poet
Hesiod. Zeus decides to
punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus’s
brother Epimetheus as a
bride. Pandora is herself
given a jar (according to
many sources,
“jar†seems
to be a more accurate
translation for what we
commonly call
“Pandora’s
boxâ€) which
contained numerous evils,
diseases, and other
pains. Out of curiosity,
Pandora opens the jar and
releases all of these
evils into the world. But
one thing remains in the
jar: hope.The issue of
hope seems to be one of
the big interpretive
questions of the Pandora
myth. Why does hope
remain within the jar?
Why doesn’t it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place?I’m not
enough of a mythological
scholar to claim to have
definitive answers to
those questions, but
these are the questions
that I’ve tried to
engage from a musical
perspective in Hope
Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed.Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope’s
beginning played by alto
saxophones and chimes,
comes from the opening
measures of
Skyrabin’s work.
Given the important role
that Prometheus plays in
the Pandora myth, this
seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key.Additionally, I
have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the
piece’s slow
opening, I have allowed
these minor key pitches
to mingle freely within
the Bb major tonality,
adding extra color and (I
hope!) beauty. As the
piece progresses, though,
the tempo increases, and
we lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn’t
resist.).
By Eric Taylor. ABRSM Music Theory in Practice Answers is a brand new resource t...(+)
By Eric Taylor. ABRSM
Music Theory in Practice
Answers is a brand new
resource to accompany the
fully- revised Grades 1
to 5 of the Music Theory
in Practice series. Each
volume provides model
answers for every
exercise covered in the
corresponding Music
Theory in Practic.
Education. Grade 4
By Eric Taylor. ABRSM Music Theory in Practice Answers is a brand new resource t...(+)
By Eric Taylor. ABRSM
Music Theory in Practice
Answers is a brand new
resource to accompany the
fully- revised Grades 1
to 5 of the Music Theory
in Practice series. Each
volume provides model
answers for every
exercise covered in the
corresponding Music
Theory in Practic.
Education. Grade 3
By Eric Taylor. ABRSM Music Theory in Practice Answers is a brand new resource t...(+)
By Eric Taylor. ABRSM
Music Theory in Practice
Answers is a brand new
resource to accompany the
fully- revised Grades 1
to 5 of the Music Theory
in Practice series. Each
volume provides model
answers for every
exercise covered in the
corresponding Music
Theory in Practic.
Education. Grade 5
Chamber Music Clarinet, Flute, Piano, Violin, Violoncello SKU: PR.144405160(+)
Chamber Music Clarinet,
Flute, Piano, Violin,
Violoncello
SKU:
PR.144405160
The
Question Is Complex, and
Life Is Short.
Composed by Robert
Martin. Set of Score and
Parts. With Standard
notation. Composed 1979.
44+8+8+8+8+16 pages.
Duration 9 minutes, 15
seconds. Theodore Presser
Company #144-40516.
Published by Theodore
Presser Company
(PR.144405160).
UPC:
680160667826. 9 x 12
inches.
In 1979,
Martin produced a set of
three quintets, in
consideration of Gorky's
piece Nighttime Enigma
Nostalgia. Each is scored
for flute, clarinet,
violin, cello, and piano.
As the title suggests,
the music is in a state
of perpetual questioning
using a variety of
approaches. For example,
Enigma opens using
ostinati (plural of
ostinato) that do not
match in length, like a
staircase with each step
a different height.
Additionally, the music
has sudden starts and
stops, again unexplained.
There are dramatic and
powerful explosive
passages that are
interrupted. The
technique, used to create
this feeling of a
perplexed music world
where things seem often
not to make sense and to
be left unresolved, is
called in poetry and
literature, anticlimax.
In Enigma, the music
suggests one direction;
then refuses to continue,
striking out in another
direction. Artists use
approaches such as this
to force themselves into
creative circumstances
that they otherwise might
not have discovered.
(From the performance
notes.).
Written by Barry Finerty. Instructional book and accompaniment CD for all instru...(+)
Written by Barry Finerty.
Instructional book and
accompaniment CD for all
instruments. The Seriuos
Jazz Practice Book
provides a unique and
comprehensive plan for
mastering these basic
building blocks of jazz,
on any instrument. 162
pages. Published by Sher
Music Company.
Baritone; Female Voices; Piano Accompaniment; Soprano (SSAA Choir) SKU: HL.48...(+)
Baritone; Female Voices;
Piano Accompaniment;
Soprano (SSAA Choir)
SKU: HL.48025388
Legend for soprano &
baritone soli, SSAA &
piano. Composed by
Leokadiya Kashperova. BH
Large Choral. Classical,
Romantic, Vocal.
Softcover. 40 pages.
Duration 660 seconds.
Boosey & Hawkes
#M060140358. Published by
Boosey & Hawkes
(HL.48025388).
UPC:
196288195405.
9.0x12.0x0.227
inches.
Leokadiya
Kashperova
(1872–1940),
hitherto consigned to a
footnote in musical
history as Stravinsky's
piano teacher, is
undergoing rediscovery. A
double graduate of the St
Petersburg Conservatoire,
she emerged as a virtuoso
pianist and composer in
the romantic tradition.
She was associated with
some of the great
musicians of her day,
including Balakirev and
Auer. She performed in
both Germany and the UK
in the 1900s, but her
career petered out after
1920. Following her
graduation from the St
Petersburg Conservatoire
Kashperova became
personally acquainted
with the poet Yakov
Polonsky and often
attended his literary
gatherings. When he died
in 1898 Kashperova
responded by setting his
enchanting and mystical
'legend' To a Child in
Answer to the Question:
Where Do the Stars Come
From? The baritone
soloist takes the role of
the father or grandfather
who endeavours to answer
the riddle posed in the
title. He decides to
relate 'a tale of old, an
Eastern legend' which
recounts how, long ago,
the flowers would weep,
so afraid were they of
the dark. In response an
archangel (soprano solo)
descends to Earth and is
so moved by the
flowersÂ’ anguished
appeal, she gathers 'all
their tears in chalice
gold / And bears them up
to God in Heav'n above'.
The baritone narrates the
final scene as the
Almighty casts the tears
across the firmament,
thus creating the
constellations. The
childÂ’s question is
answered, and the
peaceful domesticity of
the opening scene
returns.
Chamber Music Saxophone Quartet SKU: PR.114417130 & Happy Birthday to ...(+)
Chamber Music Saxophone
Quartet
SKU:
PR.114417130
&
Happy Birthday to
Prism. Composed by
Chen Yi. Sws each.
Contemporary. Set of
Score and Parts. With
Standard notation.
Composed 2014.
24+12+12+12+8 pages.
Duration 14 minutes.
Theodore Presser Company
#114-41713. Published by
Theodore Presser Company
(PR.114417130).
ISBN
9781491110409. UPC:
680160626687. 9x12
inches.
A recipient
of the New Music USA 2013
Live Music For Dance
Award commissioning
grant, Not Alone is
inspired by the ancient
Chinese poet Li Bai's
poem Drinking Alone under
the Moon with the Shadow.
The premiere was given on
April 26, 2014 by the
PRISM Quartet with the
Nai-Ni Chen Dance
Company, which
commissioned the work to
celebrate its 25th
Anniversary NYC Season.
From the Program Note by
Matthew Levy (The PRISM
Quartet), Not Alone
(2014) is an
interdisciplinary
work...but it stands
alone in a chamber music
setting. The work spans a
stunning range of
textures, from
introspective solos for
each of the four
saxophones to majestic
hyper-active gestures.
The PRISM Quartet
recorded Not Alone for a
2017 release on XAS
Records titled Paradigm
Lost. But we're excited
for a wider community of
saxophonists to embrace
the work, and share it
with their own audiences.
Not Alone is published
together with Happy
Birthday to PRISM, a
brief miniature that Chen
Yi wrote for the
quartet's 20th
anniversary celebration
in 2004. For advanced
performers.______________
___________Text from the
scanned back cover:NOT
ALONE for Saxophone
QuartetHAPPY BIRTHDAY TO
PRISM for Saxophone
QuartetNot Alone is a
14-minute saxophone
quartet and dance score
inspired by the ancient
Chinese poet Li
Bai’s
“Drinking Alone
under the Moon with the
Shadow.†The
expansively-textured sax
quartet matches the
exploratory and dramatic
movements and gestures in
the dance. NOT ALONE was
commissioned by the
Nai-Ni Chen Dance Company
which premiered the work
in collaboration with the
PRISM Quartet. Also
included in this
publication is Chen
Yi’s fascinating
take on “Happy
Birthday to You,â€
composed in celebration
of Prism’s 25th
anniversary season. A
recipient of the New
Music USA 2013 Live Music
For Dance Award
commissioning grant, Not
Alone is inspiredby the
ancient Chinese poet Li
Bai’s poem
“Drinking Alone
under the Moon with the
Shadow.†The
premierewas given on
April 26, 2014 by the
PRISM Quartet with the
Nai-Ni Chen Dance
Company, which
commissioned thework to
celebrate its 25th
Anniversary NYC
Season. Program Note
by composer Chen YiThe
original inspiration for
this work for both the
choreographer and the
composer came from the
Tang Dynasty poem - Alone
Under the Moon by Li Bai.
The poem describes the
poet being alone in a
garden. The moon and his
shadow became his
companions that night.
The choreographer brings
this idea to modern life
in an urban setting. She
created a series of
“mindscapesâ€
which are the result of
the exploration of the
different mental and
physical states of being
alone.Through
self-examination, the
choreographer raises the
question: are we ever
really alone? Our
physical being may be
standing by itself, but
what about our
introspective self? When
we are still, we let our
thoughts pass by like
flowing water. If we
could engage with our
shadows, what would it be
like?Program Note by
Matthew Levy, The PRISM
QuartetThe PRISM Quartet
has commissioned a great
many composers since our
founding days in 1984.
Chen Yi is among ahandful
of our very favorites,
and one to whom
we’ve returned
time and time again. Her
music is powerful,
expansive,intimate, and
draws connections between
Eastern and Western,
ancient and modern
traditions in a voice all
her own.Chen Yi has
written or adapted four
works for the PRISM
Quartet. She penned a
wonderful miniature
called HappyBirth day to
PRISM to celebrate the
ensemble’s 20th
anniversary back in 2004
(Dedication, Innova
Recordings).We
subsequently commissioned
her to compose Septet
(2008) for Erhu, Pipa,
Percussion, and Saxophone
Quartet(2008), premiered
and recorded with the New
York ensemble Music From
China (Antiphony, Innova
Recordings 2010).In 2015,
the PRISM Quartet
performed and recorded
(XAS Records) a new
version of her saxophone
quartet concerto,BA YIN,
with the University of
Missouri-Kansas City Wind
Ensemble under the baton
of Steven Davis
(originally writtenfor
the Rascher Quartet and
scored for saxophones and
string
orchestra.).Finally, Not
Alone (2014) is an
interdisciplinary work
written for the Nai-Ni
Chen Dance Company with
the PRISMQuartet, but it
stands alone in a chamber
music setting. The work
spans a stunning range of
textures, from
introspectivesolos for
each of the four
saxophones to majestic
hyper-active gestures.
The PRISM Quartet
recorded Not Alonefor a
2017 release on XAS
Records titled Paradigm
Lost. But we’re
excited for a wider
community of saxophonists
toembrace the work, and
share it with their own
audiences.In his liner
notes for the recording,
WNYC’s John
Schaefer writes:
“As with much of
her music, Chen employs
percussiveeffects and
glissandi; in Chinese
music these are not
considered
“extended
techniques†or
special effects, but
animportant part of the
performer’s
arsenal. Here, they help
create the twilit mood of
the opening moments. The
piecesoon becomes more
dramatic, suggesting the
arrival of the
drinker’s
companions (real or
imagined) and his or
herincreasingly garrulous
outbursts. Passages of
consonance and discord
can easily be heard as
companionable singingand
bouts of drunken
argument. The piece
bustles along on a kind
of restless energy,
until, finally, that
restlessnesssubsides,
giving way to a gently
humorous ending where a
short falling phrase
signals the drinker
falling
asleep.â€.
For SATB chorus, brass quintet and organ. Composed by Thea Musgrave (1928...(+)
For SATB chorus, brass
quintet and organ.
Composed by Thea Musgrave
(1928-). Choral. Octavo.
76 pages. Novello and Co
Ltd. #NOV165231.
Published by Novello and
Co Ltd. (HL.14047823).
Choral (orchestration on CD-rom) SKU: HL.35027660 Composed by Joseph M. M...(+)
Choral (orchestration on
CD-rom)
SKU:
HL.35027660
Composed
by Joseph M. Martin.
Shawnee Sacred. General
Worship, Lent. CD-ROM,
Score and Parts.
Published by Shawnee
Press (HL.35027660).
UPC: 884088532451.
4.75x5
inches.
Uses: General,
Lent
Scripture:
Psalm 8
This
anthem provides a unique
spiritual perspective on
Psalm 8 offering choirs a
chance to express
heart-felt adoration to
the creator. This
enigmatic piece draws the
listener close especially
during the finale with
its messages of hope and
promise.
Performed by Pat Metheny. Guitar Recorded Versions (Authentic note-for-note tran...(+)
Performed by Pat Metheny.
Guitar Recorded Versions
(Authentic note-for-note
transcriptions). With
notes and tablature. Size
9x12 inches. Published by
Hal Leonard.
(Incorporating America the Beautiful ). Composed by Russell Robinson Samuel War...(+)
(Incorporating America
the Beautiful ). Composed
by Russell Robinson
Samuel Ward. For Soprano,
Alto, Tenor, Bass,
Keyboard, Optional
Trumpet 1, Optional
Trumpet 2, Optional
Trombone. Octavo. 12
pages. Duration 3
minutes, 25 seconds.
Published by Carl Fischer
SKU: GI.G-1049 Composed by James Jordan & The Same Stream. GIA ChoralWork...(+)
SKU: GI.G-1049
Composed by James Jordan
& The Same Stream. GIA
ChoralWorks. Music
Education. Choral score.
GIA Publications #1049.
Published by GIA
Publications (GI.G-1049).
UPC:
785147004929.
James
Jordan and The Same
Stream should be
commended for this album.
The Same Stream succeeds
in presenting this
collection of
twenty-first century
choral music with a high
degree of technical
accuracy. Their sectional
balance is nearly
perfect, and contains
impeccable intonation.
The performances on this
recording should have a
wide appeal to
twenty-first century
choral music enthusiasts.
— Gerrit S.C.
Scheepers, Indiana, PA
   Choral
Journal (September 2020)
These tracks represent
the first full CD of a
new American choral
ensemble: The Same
Stream. The
choir’s very
existence is the living
result of questions
regarding what it means
to sing together within a
deeply
“knittedâ€
community, a community
that shares answers to
commonly held questions
and beliefs about what
creates a truly human
resonance within and
among singers. For me,
this ensemble is a
continuation of beliefs
that have been my North
Star all of my career. To
hear those questions
answered and dreams
become a reality with the
establishment of The Same
Stream choir is deeply
humbling, gratifying and
life affirming. It is our
hope that these
recordings enrich those
who hear them—as
much as making them has
made our lives deeper and
more meaningful. —
James Jordan, Artistic
Director and Conductor of
The Same Stream  Â
 www.thesamestreamchoi
r.com Recorded in the
unparalleled Cathedral
Basilica of Saints Peter
and Paul in Philadelphia,
The Same Stream's debut
full-length recording,
Songs of the Questioner,
features music by
outstanding living
composers with a personal
connection to the
ensemble. Music by Thomas
LaVoy, Paul Mealor, Peter
Relph, and Dan Forrest
help the listener to
explore those deep and
important questions that
follow us throughout our
entire lives.
Performed by Pat Metheny. For guitar (no tablature). Format: fake book. With lea...(+)
Performed by Pat Metheny.
For guitar (no
tablature). Format: fake
book. With leadsheet
notation and chord names.
Jazz and jazz fusion. 448
pages. 9x12 inches.
Published by Hal Leonard.
By Eric Taylor. Music Theory in Practice Grade 1 (Revised Edition - 2008). Educa...(+)
By Eric Taylor. Music
Theory in Practice Grade
1 (Revised Edition -
2008). Education. Level:
Grade 1. Published by
ABRSM (Associated Board
of the Royal Schools of
Music).