SKU: CL.CTS-7706-01

A terrific short overture written during the nation’s bicentennial and dedicated to Smith’s wife Maureen. Declaration Overture has a five-note motive in an opening slow section, followed by a driving Allegro where the original five-note motive is put through a series of variations. A composition where each musician will be challenged, easily rehearsed, and provide a satisfying musical experience. Declaration Overture is also available for Flex Ensemble.

SKU: BT.DHP-0950641-030

9x12 inches.

Inspired by the music of legendary Italian composer, Ennio Morricone, A Morricone Portrait is a skilfully arranged piece from Roland Kernen containing some of Morriconeâ??s most beautiful melodies. Songs include: My Name Is Nobody, Metello and Hereâ??s to You. These familiar songs will be well received by any audience!

De indrukwekkende muziek van de Italiaanse componist Ennio Morricone inspireerde Roland Kernen tot een prachtig arrangement. A Morricone Potrait bevat de prachtige melodieën uit My Name Is Nobody, Metello en Hereâ??s to You. Bekendemuziek die vast en zeker ook bij uw publiek in de smaak zal vallen!

Die eindrucksvolle Musik des italienischen Komponisten Ennio Morricone inspirierte Roland Kernen zu dieser Bearbeitung, die einige von Morricones schönsten Melodien enthält. Bekannte Musik, die jedem Publikum gefällt!

Né en 1928 Rome, Ennio Morricone a donné la musique de film ses lettres de noblesse. Il collabore dans les années 60 avec Sergio Leone et ses compositions pour les westerns italiens feront sa gloire. De très grands chefs-dâ???uvre comme Il était une fois dans lâ??Ouest ou Il était une fois la révolution lui ont permis de se faire connaître auprès dâ??un large public et de composer les bandes sonores de films de grands réalisateurs tels que Pasolini, Bertolucci, Brian de Palma (Les incorruptibles, Mission to Mars) et Roland Joffe (Mission, Vatel). Ennio Morricone est lâ??auteur de plus de 200 musiques de film. A Morricone Portrait rassemble trois mélodies de ce grandcompositeur italien : My name is nobody (Mon nom est personne) - Metello et Hereâ??s to you (La ballade de Sacco et Vanzetti).

Affascinato dalla splendida musica del grande Ennio Morricone, Roland Kernen ha voluto arrangiare per banda tre successi del Maestro: My Name Is Nobody, Metello e Hereâ??s to You.

SKU: BT.RSK200113

ISBN 9781789360882. English.

Rocksch ool Acoustic Grade 3 is for students who have been learning approximately eighteen months to two years and have established the basic skills, preliminary techniques and the beginnings of stylistic awareness through articulation and the introduction of solo and improvisation work.

The 2019 Acoustic syllabus is a refreshed approach to acoustic guitar. The syllabus features six tracks for each grade that have been meticulously benchmarked to support students as they learn the instrument. At each grade two of the pieces ask the students to perform without backing track, exploring the sound and resonance of their instrument. The remaining tracks aresession style backing tracks that include vocal accompaniment. We've also included the vocal melody lines in the grade books for students who sing and play at the same time.

• 6 new arrangements of iconic rock, pop, and contemporary music tracks from classic and contemporary artists
• A diverse selection of contemporary music ever seen in a syllabus making the Grades accessible to everyone without precluding any musical tastes
• Fact Files: band and artist background information with recommended listening
• Walkthroughs: in-depth guidance on every track
• Downloadable audio: easily access audio content online
• All the essential music theory and technique you need to pass your exams

SKU: BT.DHP-1115096-400

ISBN 9789043135344. 9x12 inches. Italian.

A tutti coloro che cercano un nuovo strumento pedagogico per imparare a suonare, la casa editrice musicale De Haske propone i metodi della serie ASCOLTA, LEGGI and SUONA, unâ??opera educativa e ludica con accompagnamento su CD.Questi metodi attuano un processo decisamente aperto, gratificante e moderno per rivoluzionare lâ??insegnamento musicale: attraverso lâ??ascolto, la lettura e lâ??interpretazione dei singoli esercizi, dei giochi e dei quiz potrete imparare divertendovi. Ogni singolo esercizio prevede lâ??esecuzione con accompagnamento di una vera band sul CD! In più troverete tante notizie sulla storia del vostro strumento, sugli interpreti, e sulla tecnica giusta per suonare.Sonodisponibli in italiano i volumi per tromba, clarinetto, saxofono contralto e flauto. Per tutti gli altri strumenti, il metodo è disponible in inglese.

SKU: BT.DHP-1033337-015

9x12 inches.

Missa Brevis, written for choir and wind band, was commissioned by the Conseil Départemental pour la Musique et la Culture de Haute-Alsace (Dir.: Philippe Pfisterer) in Guebwiller (France), in celebration of the millennium of Pope Leon IX’sbirth in Éguisheim (France). The composer conducted the first performance on June 23, 2002. It was performed live for the French television channel France 2. The mass movements Kyrie, Gloria, Credo, Sanctus, Benedictus, and Agnus Deiare very suitable for the Catholic as well as the Protestant liturgy. For this mass, various ways for performing in diverse variable strengths are possible. An instrumental performance is possible if the brass represents the choir parts. In thisoption, it is desirable for the brass to be positioned separately from the rest of the band (on a gallery, for example), so that the idea of two choirs is approached. In a performance with a large choir, the brass can work very well as a support. Inthat case, the dynamics of the brass should be adapted somewhat, since these are actually intended for an instrumental performance. You can also leave out the brass entirely for the benefit of the choir. For the accompaniment of smaller choirs, youcan opt for a small ensemble from the band. This can also be a quartet, put together as desired. For the performance of this mass, the obvious choice is one of the above options. However, as an alternative, a performance with a combination of theseoptions (vocally/instrumentally) is also possible not just from an artistic point of view (variation), but also from a practical starting point for example in the case that the choir has rehearsed only two movements. With a full strength, theconductor can vary the instrumentation to his or her liking. Then the brass can also play a role in the accompaniment (instead of supporting the choir). The following combinations are possible:
1. clarinet choir (from Eb Clarinet to BassClarinet)
2. clarinet choir + saxophones
3. brass (flugelhorns, horns, euphoniums, bass section)
4. brass (2 trumpets / 2 trombones)
5. double reeds (optional + flute, optional + string bass)
6. tutti
7. all winds
8. allbrass
In a performance by brass band and choir, it is usually advisable to leave out option 1 (choir + brass + band). The choir sings self-reliantly, accompanied by a full brass band. In an instrumental performance, you can consider a combinedquartet (two cornets and two trombones) + brass band.
Choral parts available separately.

Mis sa Brevis, geschreven voor koor en blaasorkest, werd gecomponeerd in opdracht van de Conseil Départemental pour la Musique et la Culture de Haute-Alsace (dir. Philippe Pfisterer) in Guebwiller (Frankrijk), ter gelegenheid van het duizendstegeboortejaar van paus Leo IX. In zijn geboorteplaats, Éguisheim (Elzas, Frankrijk), vond op 23 juni 2002 de première van deze mis plaats onder leiding van de componist. Het betrof een live-registratie voor de Franse televisiezender France 2. Demisdelen Kyrie, Gloria, Credo, Sanctus, Benedictus en Agnus Dei lenen zich uitstekend voor zowel de katholieke als de protestantse liturgie. Er zijn voor deze mis diverse uitvoeringsmogelijkheden mogelijk, aangezien er sprake is van eenvariabele bezetting. Een instrumentale uitvoering behoort uitdrukkelijk tot de mogelijkheden, indien het scherp koper de koorpartijen vertegenwoordigt. In deze optie is het wenselijk dat het scherp koper zich separaat opstelt van de rest van hetorkest (bijvoorbeeld op een galerij), zodat het idee van dubbelkorigheid wordt benaderd. Bij een uitvoering voor groot koor werkt het scherp koper zeer goed als ondersteuning. In dat geval kan de dynamiek van het koper iets worden aangepast,aangezien deze in eerste instantie bedoeld is voor een instrumentale versie. Ook kan men ervoor kiezen het scherp koper helemaal weg te laten ten gunste van het koor. Bij begeleiding van kleinere koren kan men kiezen voor een klein ensemble uit hetorkest. Dit kan ook een naar wens samengesteld kwartet zijn. Voor de uitvoering van deze mis ligt het voor de hand een van deze opties te kiezen. Als alternatief is echter ook een uitvoering mogelijk met een combinatie van deze opties (vocaal/instrumentaal) niet slechts vanuit een artistiek motief (afwisseling), maar ook vanuit een praktisch motief, voor het geval dat het koor bijvoorbeeld slechts twee delen heeft ingestudeerd. Bij een volledige bezetting kan de dirigent deinstrumentatie naar believen afwisselen. Hierbij kan ook het scherp koper in de begeleiding een rol krijgen (in plaats van ondersteuning van het koor). Zo zijn de volgende combinaties mogelijk:

1. clarinet choir (van Es-klarinet tot basklarinet)

2. clarinet choir + saxofoons

3. zacht koper (bugels, hoorns, euphoniums, bassen)

4. scherp koper (2 trompetten / 2 trombones)

5. dubbelrieten (eventueel + fluit, eventueel + contrabas)

6. tutti

7. alle hout

8. alle koper

In een uitvoering voor brassband en koor is het in de meeste gevallen aan te bevelen de optie voor scherp koper weg te laten. Het koor zingt zelfstandig, begeleid door een volledige brassband. In een instrumentale uitvoering kunt u denken aan eencombinatiekwartet (twee cornetten en twee trombones) + brassband.Koorpartijen apart verkrijgbaar.

M issa Brevis, geschrieben für Chor und Blasorchester entstand im Auftrag des Conseil Départemental pour la Musique et la Culture de Haute-Alsace (Dir.: Philippe Pfisterer) in Guebwiller (Frankreich), anlässlich des tausendjährigen Jubiläumsder Geburt von Papst Leo IX in Éguisheim. Der Komponist dirigierte die Uraufführung am 23. Juni 2002. Sie wurde live vom französischen Fernsehen France 2 übertragen. Die Messesätze Kyrie, Gloria, Credo, Sanctus, Benedictus und Agnus Deieignen sich ausgezeichnet sowohl für die katholische als auch die protestantische Liturgie. Diese Messe kann in diversen variablen Spielstärken aufgeführt werden. Eine Instrumentalaufführung ist möglich, wenn das Blech die Chorstimme übernimmt.Um der Idee von zwei Chören in dieser Variante möglichst gerecht zu werden, empfiehlt es sich, das Blechregister getrennt vom Rest des Blasorchesters aufzustellen (beispielsweise auf einer Galerie). In einer Aufführung mit einem großen Chor kann dasBlechregister sehr gut als Unterstützung dienen. In diesem Fall sollten die Dynamikangaben der Blechbläser etwas angepasst werden, da sie ja eigentlich für eine Instrumentalaufführung gedacht sind. Man kann zugunsten des Chors auch völlig auf dasBlech verzichten. Zur Begleitung kleinerer Chöre können Sie ein kleines Ensemble aus dem Blasorchester wählen. Dies könnte auch ein Quartett in beliebiger Zusammensetzung sein. Für die Aufführung dieser Messe bietet sich eine der oben genanntenVarianten an. Eine Kombination dieser Wahlmöglichkeiten (vokal/instrumental) ist jedoch auch möglich und das nicht nur vom künstlerischen Standpunkt aus betrachtet (zur Abwechslung), sondern auch aus praktischen Erwägungen beispielsweise, wennder Chor nur zwei Sätze einstudiert hat. In voller Besetzung kann der Dirigent die Instrumentierung nach Belieben variieren. Dann können die Blechbläser auch eine Rolle in der Begleitung übernehmen (anstatt den Chor zu unterstützen). Die folgendenKombinationen sind möglich:

1. Klarinettenchor (von Klarinette in Es bis Bassklarinette)

2. Klarinettenchor + Saxophone

3. Blech (Flügelhorn, Horn, Euphonium, Bassregister)

4. Blech (2 Trompeten / 2 Posaunen)

5. Doppelrohrblattinstrument e (wahlweise + Flöte, wahlweise + Kontrabass)

6. Tutti

7. Alle Holzbläser

8. Alle Blechbläser

In einer Aufführung mit Brass Band und Chor ist es gewöhnlich ratsam, nicht die erste Option (Chor + Blech + Blasorchester) zu wählen. Der Chor singt unabhängig, begleitet von einer vollständigen Brass Band. In einer Instrumentalaufführung könnenSie sich für ein kombiniertes Quartett (zwei Kornette und zwei Posaunen) + Brass Band entscheiden. Chorstimmen separat erhältlich.

Missa Brevis est une messe pour Orchestre d’Harmonie et Choeur composée la demande du Conseil Départemental pour la Musique et la Culture de Haute-Alsace (Dir. : Philippe Pfisterer) de Guebwiller en France, l’occasion des célébrations dumillénaire de la naissance du Pape Léon IX Éguisheim. La création mondiale a eu lieu le 23 juin 2002 sous la direction du compositeur, et a été diffusée en direct sur la chaîne de télévision nationale France 2. Les différentes parties de cettemesse (Kyrie, Gloria, Credo, Sanctus, Benedictus et Agnus Dei) conviennent autant la liturgie catholique qu’ la liturgie protestante. Missa Brevis peut être interprétée dans différentes combinaisons instrumentales. Ellepeut être jouée dans une version purement instrumentale, où les cuivres prennent en charge la partie vocale. En tel cas, il est conseillé de placer les cuivres l’écart de la formation (sur une estrade, par exemple) de façon reproduire l’idée dedeux groupes indépendants. Dans le cadre d’une interprétation avec un grand Choeur, les cuivres jouent un rôle de soutien. Leurs nuances doivent alors être adaptées dans la mesure où elles ont été écrites, l’origine, pour une version instrumentale.Il est également possible de ne pas faire intervenir les cuivres et de privilégier le Choeur. Pour accompagner de petits ensembles vocaux, il faut opter pour une formation instrumentale réduite voire même un Quatuor (instrumentation au choix). Pourl’interprét ation de cette messe l’un des choix proposés ci-dessus s’impose. Il existe néanmoins une alternative qui consiste interpréter cette oeuvre en combinant ces options (vocales / instrumentales). Cela peut être bénéfique tant d’un point devue artistique (variante) que pratique dans le cas où le Choeur n’a travaillé que deux mouvements de la messe. Si le chef dispose de deux formations complètes (Choeur et Orchestre d’Harmonie), il peut varier l’instrumentation selon ses préférences. ce moment-l , il peut confier un rôle d’accompagnement et non de soutien aux cuivres de sa formation. Les combinaisons suivantes peuvent être formées :

1. Choeur de Clarinettes (de la Clarinette Mib la Clarinette Basse)

2. Choeur de Clarinettes + Saxophones

3. Cuivres (Bugles, Cors, Barytons / Euphoniums, Basses)

4. Cuivres (2 Trompettes / 2 Trombones)

5. Instruments anches doubles (Fl te et Contrebasse cordes optionnelles)

6. Tutti

7. Tous les Bois

8. Tous les Cuivres

Dans le cadre d’une interprétation par un Brass Band accompagné d’un Choeur, il est préférable de supprimer l’option 1 (Choeur + Cuivres + Orchestre d’Harmonie) car le Choeur étant autonome. Dans une version instrumentale pour Cuivres, il estpossible de former la combinaison suivante : Quatuor (2 Cornets / 2 Trombones) et Brass Band.Partitions pour chœur disponibles séparément.

Parti per coro disponibili a parte.

SKU: BT.AMP-485-130

The Greatest Showman is definitely one of the most popular movie musicals of recent years. The film’s stunning lead performance by Hugh Jackman and its touching score have made this picture an instant classic. The mind-blowing theme song ‘The Greatest Show’ is here arranged for brass band by Philip Sparke.

The Greatest Showman is verreweg de populairste musicalfilm van de afgelopen jaren. Niet alleen het geweldige acteerwerk van Hugh Jackman maar ook de treffende muziek maakt deze film een blijvertje. De meeslepende titelsong ‘The Greatest Show’ is door Philip Sparke gearrangeerd voor brassband.

The Greatest Showman gehört eindeutig zu den beliebtesten Musicalfilmen der letzten Jahre. Die fantastische Leistung von Hugh Jackman in der Hauptrolle und die berührende Musik machten aus diesem Film innerhalb kürzester Zeit einen Klassiker. Philip Sparke hat die unglaublich tolle Titelmelodie The Greatest Show“ für Brass Band arrangiert.

The Greatest Showman est certainement l’une des comédies musicales les plus populaires de ces dernières années. La performance époustouflante de Hugh Jackman dans rôle principal et la musique émouvante ont fait très rapidement de ce film un Classique. L’arrangement du titre « The Greatest Show » par Philip Sparke pour brass band est tout simplement époustouflante.

SKU: BT.AMP-485-030

The Greatest Showman is definitely one of the most popular movie musicals of recent years. The filmâ??s stunning lead performance by Hugh Jackman and its touching score have made this picture an instant classic. The mind-blowing theme song â??The Greatest Showâ?? is here arranged for brass band by Philip Sparke.

The Greatest Showman is verreweg de populairste musicalfilm van de afgelopen jaren. Niet alleen het geweldige acteerwerk van Hugh Jackman maar ook de treffende muziek maakt deze film een blijvertje. De meeslepende titelsong â??The Greatest Showâ?? is door Philip Sparke gearrangeerd voor brassband.

The Greatest Showman gehört eindeutig zu den beliebtesten Musicalfilmen der letzten Jahre. Die fantastische Leistung von Hugh Jackman in der Hauptrolle und die berührende Musik machten aus diesem Film innerhalb kürzester Zeit einen Klassiker. Philip Sparke hat die unglaublich tolle Titelmelodie The Greatest Showâ?? für Brass Band arrangiert.

The Greatest Showman est certainement lâ??une des comédies musicales les plus populaires de ces dernières années. La performance époustouflante de Hugh Jackman dans rôle principal et la musique émouvante ont fait très rapidement de ce film un Classique. Lâ??arrangement du titre « The Greatest Show » par Philip Sparke pour brass band est tout simplement époustouflante.

SKU: PR.16500103F

ISBN 9781491131763. UPC: 680160680290.

Ever since the success of my series of wind ensemble works Places in the West, I've been wanting to write a companion piece for national parks on the other side of the north American continent. The earlier work, consisting of GLACIER, THE YELLOWSTONE FIRES, ARCHES, and ZION, spanned some twenty years of my composing life, and since the pieces called for differing groups of instruments, and were in slightly different styles from each other, I never considered them to be connected except in their subject matter. In their depiction of both the scenery and the human history within these wondrous places, they had a common goal: awaking the listener to the fragile beauty that is in them; and calling attention to the ever more crucial need for preservation and protection of these wild places, unique in all the world. With this new work, commissioned by a consortium of college and conservatory wind ensembles led by the University of Georgia, I decided to build upon that same model---but to solidify the process. The result, consisting of three movements (each named for a different national park in the eastern US), is a bona-fide symphony. While the three pieces could be performed separately, they share a musical theme---and also a common style and instrumentation. It is a true symphony, in that the first movement is long and expository, the second is a rather tightly structured scherzo-with-trio, and the finale is a true culmination of the whole. The first movement, Everglades, was the original inspiration for the entire symphony. Conceived over the course of two trips to that astonishing place (which the native Americans called River of Grass, the subtitle of this movement), this movement not only conveys a sense of the humid, lush, and even frightening scenery there---but also an overview of the entire settling-of- Florida experience. It contains not one, but two native American chants, and also presents a view of the staggering influence of modern man on this fragile part of the world. Beginning with a slow unfolding marked Heavy, humid, the music soon presents a gentle, lyrical theme in the solo alto saxophone. This theme, which goes through three expansive phrases with breaks in between, will appear in all three movements of the symphony. After the mood has been established, the music opens up to a rich, warm setting of a Cherokee morning song, with the simple happiness that this part of Florida must have had prior to the nineteenth century. This music, enveloping and comforting, gradually gives way to a more frenetic, driven section representative of the intrusion of the white man. Since Florida was populated and developed largely due to the introduction of a train system, there's a suggestion of the mechanized iron horse driving straight into the heartland. At that point, the native Americans become considerably less gentle, and a second chant seems to stand in the way of the intruder; a kind of warning song. The second part of this movement shows us the great swampy center of the peninsula, with its wildlife both in and out of the water. A new theme appears, sad but noble, suggesting that this land is precious and must be protected by all the people who inhabit it. At length, the morning song reappears in all its splendor, until the sunset---with one last iteration of the warning song in the solo piccolo. Functioning as a scherzo, the second movement, Great Smoky Mountains, describes not just that huge park itself, but one brave soul's attempt to climb a mountain there. It begins with three iterations of the UR-theme (which began the first movement as well), but this time as up-tempo brass fanfares in octaves. Each time it begins again, the theme is a little slower and less confident than the previous time---almost as though the hiker were becoming aware of the daunting mountain before him. But then, a steady, quick-pulsed ostinato appears, in a constantly shifting meter system of 2/4- 3/4 in alteration, and the hike has begun. Over this, a slower new melody appears, as the trek up the mountain progresses. It's a big mountain, and the ascent seems to take quite awhile, with little breaks in the hiker's stride, until at length he simply must stop and rest. An oboe solo, over several free cadenza-like measures, allows us (and our friend the hiker) to catch our breath, and also to view in the distance the rocky peak before us. The goal is somehow even more daunting than at first, being closer and thus more frighteningly steep. When we do push off again, it's at a slower pace, and with more careful attention to our footholds as we trek over broken rocks. Tantalizing little views of the valley at every switchback make our determination even stronger. Finally, we burst through a stand of pines and----we're at the summit! The immensity of the view is overwhelming, and ultimately humbling. A brief coda, while we sit dazed on the rocks, ends the movement in a feeling of triumph. The final movement, Acadia, is also about a trip. In the summer of 2014, I took a sailing trip with a dear friend from North Haven, Maine, to the southern coast of Mt. Desert Island in Acadia National Park. The experience left me both exuberant and exhausted, with an appreciation for the ocean that I hadn't had previously. The approach to Acadia National Park by water, too, was thrilling: like the difference between climbing a mountain on foot with riding up on a ski-lift, I felt I'd earned the right to be there. The music for this movement is entirely based on the opening UR-theme. There's a sense of the water and the mysterious, quiet deep from the very beginning, with seagulls and bell buoys setting the scene. As we leave the harbor, the theme (in a canon between solo euphonium and tuba) almost seems as if large subaquatic animals are observing our departure. There are three themes (call them A, B and C) in this seafaring journey---but they are all based on the UR theme, in its original form with octaves displaced, in an upside-down form, and in a backwards version as well. (The ocean, while appearing to be unchanging, is always changing.) We move out into the main channel (A), passing several islands (B), until we reach the long draw that parallels the coastline called Eggemoggin Reach, and a sudden burst of new speed (C). Things suddenly stop, as if the wind had died, and we have a vision: is that really Mt. Desert Island we can see off the port bow, vaguely in the distance? A chorale of saxophones seems to suggest that. We push off anew as the chorale ends, and go through all three themes again---but in different instrumentations, and different keys. At the final tack-turn, there it is, for real: Mt. Desert Island, big as life. We've made it. As we pull into the harbor, where we'll secure the boat for the night, there's a feeling of achievement. Our whale and dolphin friends return, and we end our journey with gratitude and celebration. I am profoundly grateful to Jaclyn Hartenberger, Professor of Conducting at the University of Georgia, for leading the consortium which provided the commissioning of this work.

SKU: PR.16500102F

ISBN 9781491131749. UPC: 680160680276.

Ever since the success of my series of wind ensemble works Places in the West, I've been wanting to write a companion piece for national parks on the other side of the north American continent. The earlier work, consisting of GLACIER, THE YELLOWSTONE FIRES, ARCHES, and ZION, spanned some twenty years of my composing life, and since the pieces called for differing groups of instruments, and were in slightly different styles from each other, I never considered them to be connected except in their subject matter. In their depiction of both the scenery and the human history within these wondrous places, they had a common goal: awaking the listener to the fragile beauty that is in them; and calling attention to the ever more crucial need for preservation and protection of these wild places, unique in all the world. With this new work, commissioned by a consortium of college and conservatory wind ensembles led by the University of Georgia, I decided to build upon that same model---but to solidify the process. The result, consisting of three movements (each named for a different national park in the eastern US), is a bona-fide symphony. While the three pieces could be performed separately, they share a musical theme---and also a common style and instrumentation. It is a true symphony, in that the first movement is long and expository, the second is a rather tightly structured scherzo-with-trio, and the finale is a true culmination of the whole. The first movement, Everglades, was the original inspiration for the entire symphony. Conceived over the course of two trips to that astonishing place (which the native Americans called River of Grass, the subtitle of this movement), this movement not only conveys a sense of the humid, lush, and even frightening scenery there---but also an overview of the entire settling-of- Florida experience. It contains not one, but two native American chants, and also presents a view of the staggering influence of modern man on this fragile part of the world. Beginning with a slow unfolding marked Heavy, humid, the music soon presents a gentle, lyrical theme in the solo alto saxophone. This theme, which goes through three expansive phrases with breaks in between, will appear in all three movements of the symphony. After the mood has been established, the music opens up to a rich, warm setting of a Cherokee morning song, with the simple happiness that this part of Florida must have had prior to the nineteenth century. This music, enveloping and comforting, gradually gives way to a more frenetic, driven section representative of the intrusion of the white man. Since Florida was populated and developed largely due to the introduction of a train system, there's a suggestion of the mechanized iron horse driving straight into the heartland. At that point, the native Americans become considerably less gentle, and a second chant seems to stand in the way of the intruder; a kind of warning song. The second part of this movement shows us the great swampy center of the peninsula, with its wildlife both in and out of the water. A new theme appears, sad but noble, suggesting that this land is precious and must be protected by all the people who inhabit it. At length, the morning song reappears in all its splendor, until the sunset---with one last iteration of the warning song in the solo piccolo. Functioning as a scherzo, the second movement, Great Smoky Mountains, describes not just that huge park itself, but one brave soul's attempt to climb a mountain there. It begins with three iterations of the UR-theme (which began the first movement as well), but this time as up-tempo brass fanfares in octaves. Each time it begins again, the theme is a little slower and less confident than the previous time---almost as though the hiker were becoming aware of the daunting mountain before him. But then, a steady, quick-pulsed ostinato appears, in a constantly shifting meter system of 2/4- 3/4 in alteration, and the hike has begun. Over this, a slower new melody appears, as the trek up the mountain progresses. It's a big mountain, and the ascent seems to take quite awhile, with little breaks in the hiker's stride, until at length he simply must stop and rest. An oboe solo, over several free cadenza-like measures, allows us (and our friend the hiker) to catch our breath, and also to view in the distance the rocky peak before us. The goal is somehow even more daunting than at first, being closer and thus more frighteningly steep. When we do push off again, it's at a slower pace, and with more careful attention to our footholds as we trek over broken rocks. Tantalizing little views of the valley at every switchback make our determination even stronger. Finally, we burst through a stand of pines and----we're at the summit! The immensity of the view is overwhelming, and ultimately humbling. A brief coda, while we sit dazed on the rocks, ends the movement in a feeling of triumph. The final movement, Acadia, is also about a trip. In the summer of 2014, I took a sailing trip with a dear friend from North Haven, Maine, to the southern coast of Mt. Desert Island in Acadia National Park. The experience left me both exuberant and exhausted, with an appreciation for the ocean that I hadn't had previously. The approach to Acadia National Park by water, too, was thrilling: like the difference between climbing a mountain on foot with riding up on a ski-lift, I felt I'd earned the right to be there. The music for this movement is entirely based on the opening UR-theme. There's a sense of the water and the mysterious, quiet deep from the very beginning, with seagulls and bell buoys setting the scene. As we leave the harbor, the theme (in a canon between solo euphonium and tuba) almost seems as if large subaquatic animals are observing our departure. There are three themes (call them A, B and C) in this seafaring journey---but they are all based on the UR theme, in its original form with octaves displaced, in an upside-down form, and in a backwards version as well. (The ocean, while appearing to be unchanging, is always changing.) We move out into the main channel (A), passing several islands (B), until we reach the long draw that parallels the coastline called Eggemoggin Reach, and a sudden burst of new speed (C). Things suddenly stop, as if the wind had died, and we have a vision: is that really Mt. Desert Island we can see off the port bow, vaguely in the distance? A chorale of saxophones seems to suggest that. We push off anew as the chorale ends, and go through all three themes again---but in different instrumentations, and different keys. At the final tack-turn, there it is, for real: Mt. Desert Island, big as life. We've made it. As we pull into the harbor, where we'll secure the boat for the night, there's a feeling of achievement. Our whale and dolphin friends return, and we end our journey with gratitude and celebration. I am profoundly grateful to Jaclyn Hartenberger, Professor of Conducting at the University of Georgia, for leading the consortium which provided the commissioning of this work.

SKU: PR.16500101F

ISBN 9781491131725. UPC: 680160680252.

Ever since the success of my series of wind ensemble works Places in the West, I've been wanting to write a companion piece for national parks on the other side of the north American continent. The earlier work, consisting of GLACIER, THE YELLOWSTONE FIRES, ARCHES, and ZION, spanned some twenty years of my composing life, and since the pieces called for differing groups of instruments, and were in slightly different styles from each other, I never considered them to be connected except in their subject matter. In their depiction of both the scenery and the human history within these wondrous places, they had a common goal: awaking the listener to the fragile beauty that is in them; and calling attention to the ever more crucial need for preservation and protection of these wild places, unique in all the world. With this new work, commissioned by a consortium of college and conservatory wind ensembles led by the University of Georgia, I decided to build upon that same model---but to solidify the process. The result, consisting of three movements (each named for a different national park in the eastern US), is a bona-fide symphony. While the three pieces could be performed separately, they share a musical theme---and also a common style and instrumentation. It is a true symphony, in that the first movement is long and expository, the second is a rather tightly structured scherzo-with-trio, and the finale is a true culmination of the whole. The first movement, Everglades, was the original inspiration for the entire symphony. Conceived over the course of two trips to that astonishing place (which the native Americans called River of Grass, the subtitle of this movement), this movement not only conveys a sense of the humid, lush, and even frightening scenery there---but also an overview of the entire settling-of- Florida experience. It contains not one, but two native American chants, and also presents a view of the staggering influence of modern man on this fragile part of the world. Beginning with a slow unfolding marked Heavy, humid, the music soon presents a gentle, lyrical theme in the solo alto saxophone. This theme, which goes through three expansive phrases with breaks in between, will appear in all three movements of the symphony. After the mood has been established, the music opens up to a rich, warm setting of a Cherokee morning song, with the simple happiness that this part of Florida must have had prior to the nineteenth century. This music, enveloping and comforting, gradually gives way to a more frenetic, driven section representative of the intrusion of the white man. Since Florida was populated and developed largely due to the introduction of a train system, there's a suggestion of the mechanized iron horse driving straight into the heartland. At that point, the native Americans become considerably less gentle, and a second chant seems to stand in the way of the intruder; a kind of warning song. The second part of this movement shows us the great swampy center of the peninsula, with its wildlife both in and out of the water. A new theme appears, sad but noble, suggesting that this land is precious and must be protected by all the people who inhabit it. At length, the morning song reappears in all its splendor, until the sunset---with one last iteration of the warning song in the solo piccolo. Functioning as a scherzo, the second movement, Great Smoky Mountains, describes not just that huge park itself, but one brave soul's attempt to climb a mountain there. It begins with three iterations of the UR-theme (which began the first movement as well), but this time as up-tempo brass fanfares in octaves. Each time it begins again, the theme is a little slower and less confident than the previous time---almost as though the hiker were becoming aware of the daunting mountain before him. But then, a steady, quick-pulsed ostinato appears, in a constantly shifting meter system of 2/4- 3/4 in alteration, and the hike has begun. Over this, a slower new melody appears, as the trek up the mountain progresses. It's a big mountain, and the ascent seems to take quite awhile, with little breaks in the hiker's stride, until at length he simply must stop and rest. An oboe solo, over several free cadenza-like measures, allows us (and our friend the hiker) to catch our breath, and also to view in the distance the rocky peak before us. The goal is somehow even more daunting than at first, being closer and thus more frighteningly steep. When we do push off again, it's at a slower pace, and with more careful attention to our footholds as we trek over broken rocks. Tantalizing little views of the valley at every switchback make our determination even stronger. Finally, we burst through a stand of pines and----we're at the summit! The immensity of the view is overwhelming, and ultimately humbling. A brief coda, while we sit dazed on the rocks, ends the movement in a feeling of triumph. The final movement, Acadia, is also about a trip. In the summer of 2014, I took a sailing trip with a dear friend from North Haven, Maine, to the southern coast of Mt. Desert Island in Acadia National Park. The experience left me both exuberant and exhausted, with an appreciation for the ocean that I hadn't had previously. The approach to Acadia National Park by water, too, was thrilling: like the difference between climbing a mountain on foot with riding up on a ski-lift, I felt I'd earned the right to be there. The music for this movement is entirely based on the opening UR-theme. There's a sense of the water and the mysterious, quiet deep from the very beginning, with seagulls and bell buoys setting the scene. As we leave the harbor, the theme (in a canon between solo euphonium and tuba) almost seems as if large subaquatic animals are observing our departure. There are three themes (call them A, B and C) in this seafaring journey---but they are all based on the UR theme, in its original form with octaves displaced, in an upside-down form, and in a backwards version as well. (The ocean, while appearing to be unchanging, is always changing.) We move out into the main channel (A), passing several islands (B), until we reach the long draw that parallels the coastline called Eggemoggin Reach, and a sudden burst of new speed (C). Things suddenly stop, as if the wind had died, and we have a vision: is that really Mt. Desert Island we can see off the port bow, vaguely in the distance? A chorale of saxophones seems to suggest that. We push off anew as the chorale ends, and go through all three themes again---but in different instrumentations, and different keys. At the final tack-turn, there it is, for real: Mt. Desert Island, big as life. We've made it. As we pull into the harbor, where we'll secure the boat for the night, there's a feeling of achievement. Our whale and dolphin friends return, and we end our journey with gratitude and celebration. I am profoundly grateful to Jaclyn Hartenberger, Professor of Conducting at the University of Georgia, for leading the consortium which provided the commissioning of this work.

SKU: CF.CPS233

ISBN 9781491156322. UPC: 680160914869. 9 x 12 inches.

Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean's marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues. The piece is built on two primary ideas. The first idea is a musical rendering of the name Dean. D, E, and A are all musical notes, but N is not. I have chosen to use a neighbor tone (a note a half-step above or below a given note) to finish off the name. (MUSIC EXAMPLE) This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc. (MUSIC EXAMPLE) The second idea is a rhythmic motive, established in the opening brass fanfare. (MUSIC EXAMPLE) This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.      .
Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean’s marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues.The piece is built on two primary ideas. The first idea is a musical rendering of the name “Dean.” D, E, and A are all musical notes, but N is not. I have chosen to use a “neighbor tone” (a note a half-step above or below a given note) to finish off the name.(MUSIC EXAMPLE)This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc.(MUSIC EXAMPLE)The second idea is a rhythmic motive, established in the opening brass fanfare.(MUSIC EXAMPLE)This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.   .

SKU: CF.CPS233F

ISBN 9781491156339. UPC: 680160914876. 9 x 12 inches.

Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean's marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues. The piece is built on two primary ideas. The first idea is a musical rendering of the name Dean. D, E, and A are all musical notes, but N is not. I have chosen to use a neighbor tone (a note a half-step above or below a given note) to finish off the name. (MUSIC EXAMPLE) This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc. (MUSIC EXAMPLE) The second idea is a rhythmic motive, established in the opening brass fanfare. (MUSIC EXAMPLE) This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.      .
Fanfare: Generation Next Fanfare: Generation Next is a piece I wrote in honor of Mr. Dean Zirkle, long-time director of bands at Camp Hill Senior High School (near Harrisburg, PA). I had been working as Dean’s marching band arranger/composer for eleven years when he announced his upcoming retirement, and I felt compelled to write a piece to pay tribute to his remarkable contributions to music education and to the lives of his students and colleagues.The piece is built on two primary ideas. The first idea is a musical rendering of the name “Dean.” D, E, and A are all musical notes, but N is not. I have chosen to use a “neighbor tone” (a note a half-step above or below a given note) to finish off the name.(MUSIC EXAMPLE)This melodic idea occurs throughout the composition in a variety of transformations. Sometimes it is presented with the exact notes shown above; sometimes the interval structure is maintained, but the pitch series is transposed (G-A-D-C#, for example); sometimes the four notes are played in order, sometimes out of order; sometimes the first three notes (D-E-A) sound together as a chord; etc.(MUSIC EXAMPLE)The second idea is a rhythmic motive, established in the opening brass fanfare.(MUSIC EXAMPLE)This rhythm is later transformed to the accent pattern shown below, which is used as an ostinato throughout much of the allegro section of the piece.   .

SKU: PR.16500104F

ISBN 9781491132159. UPC: 680160681082.

Ever since the success of my series of wind ensemble works Places in the West, I've been wanting to write a companion piece for national parks on the other side of the north American continent. The earlier work, consisting of GLACIER, THE YELLOWSTONE FIRES, ARCHES, and ZION, spanned some twenty years of my composing life, and since the pieces called for differing groups of instruments, and were in slightly different styles from each other, I never considered them to be connected except in their subject matter. In their depiction of both the scenery and the human history within these wondrous places, they had a common goal: awaking the listener to the fragile beauty that is in them; and calling attention to the ever more crucial need for preservation and protection of these wild places, unique in all the world. With this new work, commissioned by a consortium of college and conservatory wind ensembles led by the University of Georgia, I decided to build upon that same model---but to solidify the process. The result, consisting of three movements (each named for a different national park in the eastern US), is a bona-fide symphony. While the three pieces could be performed separately, they share a musical theme---and also a common style and instrumentation. It is a true symphony, in that the first movement is long and expository, the second is a rather tightly structured scherzo-with-trio, and the finale is a true culmination of the whole. The first movement, Everglades, was the original inspiration for the entire symphony. Conceived over the course of two trips to that astonishing place (which the native Americans called River of Grass, the subtitle of this movement), this movement not only conveys a sense of the humid, lush, and even frightening scenery there---but also an overview of the entire settling-of- Florida experience. It contains not one, but two native American chants, and also presents a view of the staggering influence of modern man on this fragile part of the world. Beginning with a slow unfolding marked Heavy, humid, the music soon presents a gentle, lyrical theme in the solo alto saxophone. This theme, which goes through three expansive phrases with breaks in between, will appear in all three movements of the symphony. After the mood has been established, the music opens up to a rich, warm setting of a Cherokee morning song, with the simple happiness that this part of Florida must have had prior to the nineteenth century. This music, enveloping and comforting, gradually gives way to a more frenetic, driven section representative of the intrusion of the white man. Since Florida was populated and developed largely due to the introduction of a train system, there's a suggestion of the mechanized iron horse driving straight into the heartland. At that point, the native Americans become considerably less gentle, and a second chant seems to stand in the way of the intruder; a kind of warning song. The second part of this movement shows us the great swampy center of the peninsula, with its wildlife both in and out of the water. A new theme appears, sad but noble, suggesting that this land is precious and must be protected by all the people who inhabit it. At length, the morning song reappears in all its splendor, until the sunset---with one last iteration of the warning song in the solo piccolo. Functioning as a scherzo, the second movement, Great Smoky Mountains, describes not just that huge park itself, but one brave soul's attempt to climb a mountain there. It begins with three iterations of the UR-theme (which began the first movement as well), but this time as up-tempo brass fanfares in octaves. Each time it begins again, the theme is a little slower and less confident than the previous time---almost as though the hiker were becoming aware of the daunting mountain before him. But then, a steady, quick-pulsed ostinato appears, in a constantly shifting meter system of 2/4- 3/4 in alteration, and the hike has begun. Over this, a slower new melody appears, as the trek up the mountain progresses. It's a big mountain, and the ascent seems to take quite awhile, with little breaks in the hiker's stride, until at length he simply must stop and rest. An oboe solo, over several free cadenza-like measures, allows us (and our friend the hiker) to catch our breath, and also to view in the distance the rocky peak before us. The goal is somehow even more daunting than at first, being closer and thus more frighteningly steep. When we do push off again, it's at a slower pace, and with more careful attention to our footholds as we trek over broken rocks. Tantalizing little views of the valley at every switchback make our determination even stronger. Finally, we burst through a stand of pines and----we're at the summit! The immensity of the view is overwhelming, and ultimately humbling. A brief coda, while we sit dazed on the rocks, ends the movement in a feeling of triumph. The final movement, Acadia, is also about a trip. In the summer of 2014, I took a sailing trip with a dear friend from North Haven, Maine, to the southern coast of Mt. Desert Island in Acadia National Park. The experience left me both exuberant and exhausted, with an appreciation for the ocean that I hadn't had previously. The approach to Acadia National Park by water, too, was thrilling: like the difference between climbing a mountain on foot with riding up on a ski-lift, I felt I'd earned the right to be there. The music for this movement is entirely based on the opening UR-theme. There's a sense of the water and the mysterious, quiet deep from the very beginning, with seagulls and bell buoys setting the scene. As we leave the harbor, the theme (in a canon between solo euphonium and tuba) almost seems as if large subaquatic animals are observing our departure. There are three themes (call them A, B and C) in this seafaring journey---but they are all based on the UR theme, in its original form with octaves displaced, in an upside-down form, and in a backwards version as well. (The ocean, while appearing to be unchanging, is always changing.) We move out into the main channel (A), passing several islands (B), until we reach the long draw that parallels the coastline called Eggemoggin Reach, and a sudden burst of new speed (C). Things suddenly stop, as if the wind had died, and we have a vision: is that really Mt. Desert Island we can see off the port bow, vaguely in the distance? A chorale of saxophones seems to suggest that. We push off anew as the chorale ends, and go through all three themes again---but in different instrumentations, and different keys. At the final tack-turn, there it is, for real: Mt. Desert Island, big as life. We've made it. As we pull into the harbor, where we'll secure the boat for the night, there's a feeling of achievement. Our whale and dolphin friends return, and we end our journey with gratitude and celebration. I am profoundly grateful to Jaclyn Hartenberger, Professor of Conducting at the University of Georgia, for leading the consortium which provided the commissioning of this work.

SKU: 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.

SKU: 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.

SKU: GI.G-9344

SKU: BT.DHP-1216326-070

ISBN 9789043162067. English-German-French-Dut ch.

1. Emerald Isle, in this part, the musical spotlight focuses in on the green island of Ireland and its great wealth of traditional folk music. The piece opens with the air ‘My Lodging Is on the Cold Ground’, also known under the title ‘Believe Me, If All Those Endearing Young Charms’ (bars 5-24). Next, we hear another well-known air ‘The Minstrel Boy’ (bars 29-44). Finally, the air ‘The Groves of Blarney’, possibly better known as ‘The Last Rose of Summer’ (bars 53-68) is heard. Each air is heralded by a short introduction and brought to an end by a short conclusion. 2. Old Kentucky Memories, following an introduction of 14 bars all attention is claimed by the song ‘My Old Kentucky Home’. As the piece goes on, snippets of memories emerge, fleetingly, surfacing fast, but quickly disappearing again: this is musically featured by way of small motifs and themes from other songs. These can be heard briefly, and then they disappear, musing on Old Kentucky until the introduction returns to end the piece. 3. Uppland, is a province in Sweden that had a rich folk music culture, like the whole of Sweden, that boasts many songs and dances. A notable amount of these songs and dances have been composed in minor keys, three of which feature in this part. First, we hear ‘Svensk folkvisa’(bars 1-38), followed by the famous ‘Värmlandsvisan� �€™ (bars 39-67) and then brought to an end by ‘Vexelsang’ (bars 68-end). 4. Ratatouille, in this part, no folk songs of just one country or one province are featured. This piece is a mishmash (or ratatouille), a hotchpotch of three folk songs with no significant relation at all. In succession, we hear a song from Russia (bars 1-30), one from Japan (bars 31-58) and one from Australia (bars 59-end). The composer of the Russian song titled ‘The Nightingale’ is Alexander Alyabyev (1787 1851), but the composers of the Japanese song titled ‘Sakura’ and the Australian ‘Waltzing Matilda’ are unknown.

1. Emerald Isle, in dit deel zijn de muzikale schijnwerpers gericht op het groene eiland Ierland, op de grote rijkdom aan traditionele volksmuziek. Het werkje opent met de air ‘My Lodging Is on the Cold Ground’, ook bekend onder de titel ‘Believe Me, If All Those Endearing Young Charms’ (maat 5-24). Daarna volgt de bekende air ‘The Minstrel Boy’ (maat 29-44). En ten slotte horen we nog de air ‘The Groves of Blarney’, misschien beter bekend als ‘The Last Rose of Summer’ (maat 53-68). Elke air wordt voorafgegaan door een korte inleiding en beëindigd met een korte afsluiting. 2. Old Kentucky Memories, na een inleiding van 14 maten (deels ook als afsluiting van dit deel gebruikt) wordt alle aandacht opgeëist door de song ‘My Old Kentucky Home’. Al gauw doemen er echter flarden van herinneringen op, vluchtig, snel opkomend, maar ook weer snel verdwijnend: dit krijgt muzikaal gestalte door middel van motiefjes en thema’s uit andere songs. Deze zijn even hoorbaar en dan weer vlug verdwenen... Mijmeren over Old Kentucky dus... 3. Uppland, is een provincie in Zweden met een rijke muziekcultuur, zoals heel Zweden trouwens ruim bedeeld is met volksliederen en volksdansen. Opvallend veel van deze liederen en dansen zijn gecomponeerd in mineurtoonsoorten. Dit is ook het geval met de drie voor dit deel uitgekozen songs: als eerste ‘Svensk folkvisa’(maat 1-38), gevolgd door het bekende ‘Värmlandsvisan� �€™ (maat 39-67) en tot besluit ‘Vexelsang’ (maat 68-slot). 4. Ratatouille, in dit deel worden geen volksliedjes van één land of één provincie belicht. Dit werkje is een ‘ratjetoe’ (ratatouille), een allegaartje van drie folksongs die onderling geen enkel verband met elkaar hebben: de enige overeenkomst is dat ze alle drie als volksmuziek bestempeld kunnen worden. Achtereenvolgens klinkt er een lied uit Rusland (maat 1-30), uit Japan (maat 31-58) en uit Australië (maat 59-slot). Van het Russische lied met de titel ‘De nachtegaal’ is de componist bekend: dat is Aleksandr Aljabjev (1787 1851). Van het Japanse lied ‘Sakura’ en de Australische song ‘Waltzing Matilda’ kennen we niet de componist niet.

1. Emerald Isle, in diesem Abschnitt richtet sich die musikalische Aufmerksamkeit auf die grüne Insel Irland mit ihrem großen Reichtum an traditioneller Volksmusik. Das Stück beginnt mit der Melodie My Lodging Is on the Cold Ground“, auch bekannt unter dem Titel Believe Me, If All Those Endearing Young Charms“ (Takt 5-24). Anschließend erklingt die bekannte Melodie The Minstrel Boy“ (Takt 29-44). Schließlich ist The Groves of Blarney“, vielleicht bekannter unter dem Titel The Last Rose of Summer“ (Takt 53-68), zu hören. Jede Melodie wird durch eine kurze Einleitung angekündigt und mit einem kurzen Nachspiel beendet. 2. Old Kentucky Memories, nach einer 14 Takte dauerndern Einleitung tritt das Lied My Old Kentucky Home“ in den Mittelpunkt. Im weiteren Verlauf des Stücks erscheinen bruchstückhafte Erinnerungen, die fast so schnell wieder verschwinden, wie sie auftauchen. Dies wird musikalisch durch kleine Motive und Themen aus anderen Liedern dargestellt. Diese sind kurz zu hören und verschwinden dann, während man über Old Kentucky nachdenkt, bis die Einleitung wieder erklingt, die zum Schluss des Stückes führt. 3. Uppland, ist eine schwedische Provinz, die wie ganz Schweden eine reiche Volksmusikkultur mit vielen Liedern und Tänzen hat. Eine große Anzahl der Lieder und Tänze, von denen drei in diesem Abschnitt enthalten sind, stehen in Moll-Tonarten. Zuerst hören wir Svensk folkvisa“ (Takt 1-38), darauf erklingt das berühmte Värmlandsvisan“ (Takt 39-67) und am Ende Vexelsang“ (Takt 68-end). 4. Ratatouille, in diesem Abschnitt werden nicht die Volkslieder eines einzigen Landes oder einer einzigen Provinz vorgestellt, sondern das Stück ist ein Mischung (oder Ratatouille“) aus drei Volksliedern, die keinerlei Beziehung zueinander haben. Zunächst erklingt ein Lied aus Russland (Takt 1-30), dann eines aus Japan (Takt 31-58) und zum Schluss eines aus Australien (Takt 59-Ende). Der Komponist des russischen Liedes mit dem Titel The Nightingale“ ist Alexander Alyabyev (1787 1851). Die Komponisten des japanischen Liedes Sakura“ und der australischen Melodie Waltzing Matilda“ sind unbekannt.

1. Emerald Isle (Île d’émeraude), cette première partie met en vedette la verdoyante île d’Irlande et son riche patrimoine de musique folklorique traditionnelle. Elle s’ouvre avec « My Lodging Is on the Cold Ground », un air également connu sous le titre « Believe Me, If All Those Endearing Young Charms » (mesures 5-24). Vient ensuite un autre air célèbre, « The Minstrel Boy » (mesures 29-44), lui-même suivi de « The Groves of Blarney », peut être mieux connu sous le titre « The Last Rose of Summer » (mesures 53-68). Chaque air est annoncé par une courte introduction et s’achève avec une courte conclusion. 2. Old Kentucky Memories (Souvenirs du vieux Kentucky), après une introduction de 14 mesures, toute l’attention se porte sur la chanson « My Old Kentucky Home ». A fil de la pièce, des fragments de souvenirs fugaces émergent, disparaissant aussi vite qu’ils se présentent : cette impression est créée par le biais de courts motifs et thèmes empruntés d’autres chansons. On les entend brièvement puis ils s’estompent, comme de lointains souvenirs du vieux Kentucky, jusqu’ une reprise de l’introduction pour conclure la pièce. 3. Uppland, est une province suédoise aux riches traditions musicales, tout comme l’ensemble de la Suède, qui compte de nombreuses danses et chansons. Beaucoup sont en tonalité mineure, et cette partie en comprend trois. La première est « Svensk folkvisa » (mesures 1-38), qui est suivie de « ‘Värmlandsvisan » (mesures 39-67), et la pièce s’achève avec « Vexelsang » (mesure 68 jusqu’ la fin). 4. Ratatouille, cette dernière partie ne comprend pas d’air provenant d’un seul pays. C’est un méli-mélo, une « ratatouille » de trois chansons folkloriques sans aucun lien. Il y a d’abord une chanson russe, « Le Rossignol » (mesures 1-30), puis « Sakura », originaire du Japon (mesures 31-58) et, enfin, « Waltzing Matilda », venue d’Australie (mesure 59 jusqu’ la fin). La chanson russe est d’Alexander Alyabyev (1787-1851), mais nous ignorons les auteurs des deux autres chansons.

SKU: PR.110418370

ISBN 9781491135075. UPC: 680160686247.

Compo sed as an organ solo by the 17-year-old Ives for his own performance purposes, the beloved Variations on America is a treat for any occasion, whether a holiday concert, a serious recital, or other special event. Danny Holt’s transcription for Piano, Four Hands adds a dazzling new option to play at home or on stage, taking best advantage of Ives’ tremendous contrasts in color, dynamics, and texture.
Composed when Charles Ives was a teenager, Variations on “America” is both a convenient introduction to Ives’ body of work, and an early example of his iconoclastic musical voice and creative genius. Just a few years after composing this piece, Ives would leave home to study music at Yale. But until then he had been taught by his father, George (who had been a bandmaster in the Civil War). George subjected the young Ives to experiments such as singing a song in one key while being accompanied in another, or arranging for two marching bands to converge on a town center, with the resulting cacophony that ensued.The Variations exemplifies an early period of experimentation in Ives’ work, spurred on by the unusual pedagogy of his father. The piece is particularly notable for its use of bitonality in the two interludes, subtly foreshadowing more well-known examples by Stravinsky, Bartók, and others by approximately two decades.The bitonal interludes were so ahead of their time, in fact, they were omitted from the first copy that was submitted to a publisher in 1892. (Alas, the piece was rejected even despite these “shocking” elements having been left out, and it wasn’t published until more than five decades later.) There is some ambiguity about when exactly Ives added the interludes into his manuscript copy, though ample evidence suggests he had performed the piece with the interludes around the time he notated the piece in 1891-92. In any case, in light of this piece and his other polytonal explorations from the last decade of the 19th century, it seems fair to give Ives credit for being a pioneer in this area!This arrangement for Piano, Four Hands, closely follows Ives’ original version for organ, setting aside William Schuman’s popular adaptation for symphony orchestra and William Rhoads’ band transcription of the Schuman orchestration. Pianists will find that the piece translates well to the instrument. Ideally, the choreography and logistics of elbow-to-elbow four-hands playing approximates the wild joy one gets from watching an organist play the piece (e.g., the elaborate pedal part in the final variation).In preparing this publication, attention was paid to details in the dual Critical Editions (Presser 443-41003) of both Ives’ manuscript edition and the 1949 publication edited by organist E. Power Biggs (who is credited with discovering what had been a long-lost, forgotten work.) But as with much of Ives’ output, attempting to create a true ‘urtext’ score is a futile endeavor, and especially with a piece such as this one – in which Ives incorporated improvisation in live performance – seems unnecessary anyhow. True die-hards are of course encouraged to consult the critical editions and even find inspiration in the orchestrated version. Generally, performers are advised to be wild, have fun, and not to be too rigid in their interpretive choices.Dynamics in this arrangement mostly follow the organ score closely. Pianists will use good judgment about pedaling throughout, which should be straightforward and intuitive. Courtesy accidentals have been provided frequently – without parentheses – balancing the need for extra clarity in the context of Ives’ murky musical language, and a desire to avoid unnecessary clutter.A few notes that might inform interpretive decisions:mm. 15-16: There are inconsistencies here between Ives’ original manuscript and the 1949 Biggs edition, regarding the top voice in m. 15, beat 3 (C# vs. Cn) and m. 16 (D Major vs. D Minor).mm. 76-84 & 143-146: In both Interludes, Ives emphatically notates extreme dynamic contrast, in order to highlight the bitonality. Although it may seem counterintuitive (or even a misprint, as has apparently been misconstrued by some), performers are urged to follow the composer’s marking!m. 109: Two-note slurs have been added here for clarity and consistency with other similar passages, though they do not appear in either the original manuscript or Biggs.m. 112: The last two eighth notes of Primo appear as 16ths in the original manuscript.mm. 183-186: The original manuscript has a slightly different bass line.mm. 184 & 186: Primo gestures have been re-written to be slightly more idiomatic for Piano, Four Hands.m. 186: The breath mark at the end of this bar does not appear in either the manuscript or Biggs, but is an editorial suggestion – aside from being appropriately dramatic, it will indeed be necessary in a reverberant hall!I would like to thank Steven Vanhauwaert, the other half of my piano duo, 4handsLA, for his input on early drafts of this arrangement.— Danny Holt, April 2022.

SKU: CF.YAS186

ISBN 9781491151518. UPC: 680160909018. 9 x 12 inches. Key: D minor.

A stunning and heart-wrenching composition based on the Jewish folk son Shlof, Mayn Kind. You can hear the emotional content pour out of this piece written in memory of an outstanding orchestra director. The piece beginnings with original material to set the tone, followed by a violin solo on the song. It them develops through a variety of different harmonic presentation before building to a nice key change and climatic moment. The piece ends as it began, but with a more hopeful tone. An amazing piece.
Sleep, My Child was commissioned by the Madison Middle School Band and Orchestra in Tampa, Florida, and is dedicated to the memory of their Director of Orchestras Kevin Frye. Director of Bands Chris Shultz championed the commissioning of this piece to honor Kevin after he passed away in December 2016. Mr. Frye was a beloved member of the staff at Madison Middle as well as the music community of Tampa and the state of Florida. I was a personal friend of Kevin’s. We were in several musical groups together when we were young that were formative to both of our musical careers. I also guest-conducted his Madison Middle School Orchestra several times over the past four years. His musicianship, teaching skills and love for his students were exemplary.When taking on the challenge of writing a piece to honor Kevin’s legacy, Mr. Shultz and I decided to try and include several important aspects of Kevin’s life into the piece. Kevin was proudly Jewish, a fantastic trumpet player and loved Jazz. With that in mind, and after a lot of research, a Jewish folk song Shlof, Mayn Kind was selected as the basis for the piece, not to be religious, but to honor his faith and heritage. Plus it is a beautiful song and I felt the title reflected the sentiment I was looking to express, which is of someone taking rest after a long battle with illness, so a lullaby seemed appropriate.I also wanted to incorporate Jazz into the piece, but in a concert setting, so you will hear as the piece develops, the harmonies of the folk song expand into ones found more commonly in Jazz compositions.  Not in a far out way, but in a subtle way to again honor this part of his life. For example the climactic moment of the piece at the fermata in m. 57 is a Dbmaj9#11 chord. It appropriately give the piece the angst that I was looking for at this moment in the piece, while honoring the importance of Jazz in Kevin’s musical life.The piece was also conceived to include both the Madison band and orchestra in the performance at the premiere. I wanted the pieces to work separately by the band and separately by the orchestra, but I also wanted them to be able to play the piece together to honor Kevin.The piece begins with original material designed to set the mood of the piece with a tempo/style marking of pensive, but also as material that I used as connective musical tissue between statements of the folk song.  After this introduction, the folk song is presented by a solo violin (or clarinet) with orchestral accompaniment in a simple straight forward presentation of the song. This is followed by a woodwind section statement of the folk song accompanied by muted trumpets. During this presentation the harmony starts to expand with more color notes in the chords. The low brass are added half way through this statement to add depth and lushness.The introductory material returns, but with some angry hits in the lower voices. This leads to a full ensemble state of new material that is used to transition to the climax of the piece, and to build tension. After the build, the piece modulates to a shortened statement of the folk song with more advanced harmonies and an active counter line in the violas, horns, saxes and first clarinets to further build the tension.  This tension is released at the fermata in m. 57 as mentioned above. After a thoughtful pause, the piece concludes with a completion of the folk song again with a solo violin (or clarinet) followed by a return of the introductory material to tie the piece together. The piece ends hopeful, with a solo trumpet (Kevin’s instrument) that is dissonant at first, but then resolves as if to say, Everything will be OK! It has been my distinct honor to have been asked to write this piece in Kevin’s memory! I hope that in some small way the piece helps to bring comfort to his family, students, colleagues and to all those that knew him!–Larry ClarkLakeland, FL  2017.

About Carl Fischer Young String Orchestra Series

Thi s series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

SKU: PE.EP68488A

ISBN 9790300758909. English.

At the end of 1938, Jelly Roll Morton (1890-1941) returned to New York from his years in Washington, D.C. Recent publicity had made a comeback seem possible, and he hoped to recapture the prominent place in the jazz world that he had held in the 1920s. Still well known, though mainly as a New Orleans music pioneer, he understood that in order to be taken seriously as a contemporary artist, he needed to form a big band like those of his competition, such as Duke Ellington, Count Basie, Benny Goodman, and Tommy and Jimmy Dorsey. In the 1920s Morton's recordings and tours featured a ten-piece band following the first-generation big-band format. But in the late 1930s, larger groups were popular, so Morton assembled a conventional '30s band consisting of four saxophones, six brass, and four rhythm. The band was to open at the Golden Gate Ballroom in Harlem on April 17th, 1939, but on opening night Morton collapsed before going onstage. During his recuperation from the asthma and heart problems that dogged him, the band broke up, never to reassemble. Only six items written for that band's instrumentation are known to exist: Morton's arrangements of his own compositions -- Finger Breaker, GanJam, Good Old New York, Mister Joe, and Stop and Go -- and an arrangement, Mamies' Blues, by another artist. -- James Dapogny (Editor)

As an editor, Dapogny shows his customary sound musical scholarship and deep knowledge of Morton's style....The publishers are to be congratulated for bringing this fascinating work into the public domain, which throws a totally new light on 'Mister Jelly Lord.' Who knows what he would have achieved had he lived beyond his alleged 51 years? --Martin Litton, for JUST JAZZ (Feb 2011)