| Contemplation Carl Fischer
Orchestra Violin I, Violin II, Violin III (Viola T.C.), Viola, Cello, Bass, Pian...(+)
Orchestra Violin I,
Violin II, Violin III
(Viola T.C.), Viola,
Cello, Bass, Piano -
Grade 0.5 SKU:
CF.PAS22 Composed by
Larry Clark. Primer
String Orchestra. Set of
Score and Parts. With
Standard notation.
8+2+5+5+5+3+8+8 pages.
Duration 2 minutes, 53
seconds. Carl Fischer
Music #PAS22. Published
by Carl Fischer Music
(CF.PAS22). ISBN
9781491151204. UPC:
680160908707. 9 x 12
inches. Key: D
major. Written for
beginning string
students, Larry Clark's
Contemplation?contains
basic compositional
techniques that students
will be able to identify
and learn from. It begins
with a rich, melodic
opening which highlights
students' musicianship.
This is then contrasted
by the frolicking,
uptempo section, which is
a variation on the
original musical
material.
Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
Larry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
--Larry
Clark Lakeland, FL
2018 . Conte
mplation: the action to
look thoughtfully at
something for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner. To
me this is the essence of
music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as possible
they should be asked to
put themselves into the
music and make it more
than the notes and
rhythms on the page. This
piece is my attempt to
provide very young
students who are just
beginning their musical
journey with something
they can reach
technically, but have to
stretch for musically.
The notes and rhythms are
limited, but students
should strive for beauty
of tone, good phrasing
and emotional
involvement. After a
short introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of my
pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students. It has
been my pleasure to have
the opportunity to write
this piece. I hope you
and your students enjoy
it and find it useful for
your program. --Larry
Clark Lakeland, FL
2018. Contemplation:
the action to look
thoughtfully at something
for a long time.When
composing music that will
be used with younger
students, I want to
stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner.Â
To me this is the essence
of music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes
and rhythms are limited,
but students should
strive for beauty of
tone, good phrasing and
emotional
involvement.After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.It has been
my pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your
program.—Larry
ClarkLakeland, FL
2018. $48.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Contemplation Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 0.5
SKU: CF.PAS22F
Composed by Larry Clark.
Primer String Orchestra
(PAS). Full score. With
Standard notation. 8
pages. Carl Fischer Music
#PAS22F. Published by
Carl Fischer Music
(CF.PAS22F). ISBN
9781491151570. UPC:
680160909070. 9 x 12
inches. Written for
beginning string
students, Larry Clark's
Contemplation?contains
basic compositional
techniques that students
will be able to identify
and learn from. It begins
with a rich, melodic
opening which highlights
students' musicianship.
This is then contrasted
by the frolicking,
uptempo section, which is
a variation on the
original musical
material.
Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
Larry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
--Larry
Clark Lakeland, FL
2018 . Conte
mplation: the action to
look thoughtfully at
something for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner. To
me this is the essence of
music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as possible
they should be asked to
put themselves into the
music and make it more
than the notes and
rhythms on the page. This
piece is my attempt to
provide very young
students who are just
beginning their musical
journey with something
they can reach
technically, but have to
stretch for musically.
The notes and rhythms are
limited, but students
should strive for beauty
of tone, good phrasing
and emotional
involvement. After a
short introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of my
pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students. It has
been my pleasure to have
the opportunity to write
this piece. I hope you
and your students enjoy
it and find it useful for
your program. --Larry
Clark Lakeland, FL
2018. Contemplation:
the action to look
thoughtfully at something
for a long time.When
composing music that will
be used with younger
students, I want to
stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner.Â
To me this is the essence
of music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes
and rhythms are limited,
but students should
strive for beauty of
tone, good phrasing and
emotional
involvement.After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.It has been
my pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your
program.—Larry
ClarkLakeland, FL
2018. $6.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Crossing the Bar Chorale SATB SATB, Piano Carl Fischer
Choral SATB choir, piano SKU: CF.CM9608 Composed by Jamey Ray. Fold. Perf...(+)
Choral SATB choir, piano
SKU: CF.CM9608
Composed by Jamey Ray.
Fold. Performance. 12
pages. Duration 3
minutes, 33 seconds. Carl
Fischer Music #CM9608.
Published by Carl Fischer
Music (CF.CM9608).
ISBN 9781491154304.
UPC: 680160912803. 6.875
x 10.5 inches. Key: E
major. English. Alfred,
Lord Tennyson
(1809-1892). The
beauty in Alfred, Lord
Tennysons poem is
reflected by the music
with the use of text
painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 5764,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennysonas
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m.A 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word adeepa in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word adarka in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word aembark,a
which is to be an ascent
to Heaven. The melody
moves between voice
parts, even as early as
m. 14 where the altos
have the melody for only
a single measure; it is
then handed back to the
sopranos. From mm. 57a64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word awhen.a Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennyson's
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 57-64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennyson's
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 57-64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing Crossing
the Bar as much as I
enjoyed writing it.
~Jamey Ray. The beauty
in Alfred, Lord
Tennyson’s poem is
reflected by the music
with the use of text
painting. The piano
creates the sound of
moving water in m.Â
19, providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word
“deep†in m.
27 gives another instance
of text painting.Take
advantage of the minor
second suspension on the
word “darkâ€
in m. 38 in order to
achieve a feeling of
suspense. The entrance at
m. 41 is full, and while
still minor, the text
gives us hope for a
change. The change comes
in m. 45 with the
staggered entrances
creating a sense of
building and ascent until
the climax of this moment
at m. 47 on the word
“embark,â€
which is to be an ascent
to Heaven.The melody
moves between voice
parts, even as early as
m. 14 where the altos
have the melody for only
a single measure; it is
then handed back to the
sopranos. From mm.
57–64, the altos
trade the melody back and
forth with the sopranos.
Take note that the alto
melody should be brought
out, but the line does
not actually begin until
the word
“when.â€Lastly
, be intentional with
syllabic stress (no two
eighth notes or quarter
notes alike) and to give
direction to any note
longer than a quarter.I
hope you enjoy learning
and performing Crossing
the Bar as much as I
enjoyed writing it.~Jamey
Ray. $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| A Basque Carol Carl Fischer
Choral Cello, Contrabass voice, Piano, Viola, Violin 1, Violin 2, Violin 3, SATB...(+)
Choral Cello, Contrabass
voice, Piano, Viola,
Violin 1, Violin 2,
Violin 3, SATB chorus
SKU: CF.CM9734
Composed by Basque Carol.
Arranged by Christopher
Thomas. 12 pages.
Duration 2 minutes, 37
seconds. Carl Fischer
Music #CM9734. Published
by Carl Fischer Music
(CF.CM9734). ISBN
9781491161142. UPC:
680160919734. Key: A
minor. English. Basque
Carol. A Basque
Carol (also known as
Gabriel's Message) holds
a special place in
Western music. The carol
originates from Basque
country around the 13th
century, based on the
Latin hymn, Angelus ad
Virginem (likely of
Franciscan origin). The
tune quickly spread
throughout Europe,
finding popularity in
Britain where it was even
referenced in Chaucer's
Canterbury Tales: Playing
so sweetly that the
chamber rang; / and
Angelus ad virginem he
sang. . .. Interestingly,
the melody we know and
love today is derived
from the original Basque
version. In my view, this
tune is a perfect example
of melody-crafting. It is
at once hauntingly
beautiful, yet warm and
joyous. Its contours are
complex, dramatic, yet
singable. I believe this
melodic accessibility is
the key to the song's
lasting popularity. I
would also attribute A
Basque Carol's continued
popularity to its elegant
translation into English
(by Sabine Baring-Gould,
who rediscovered the
original Basque tune).
Translations often risk
sounding unimaginative,
coarse, and blunt. This
translation is strikingly
different. It was graced
with an especially poetic
translation including
lines such as his wings
as drifted snow, his eyes
as flame. I am very
excited to offer a new
perspective on this
classic carol, joining
the tradition of
composers preserving and
reimagining a priceless
medieval melody. My first
goal was to create a
flowing, richly-textured,
even cinematic string
accompaniment for the
choir. This approach was
very much inspired by the
dense, string-writing
style of English composer
Ralph Vaughan Williams.
My second goal was to
make the arrangement
flexible enough to be
performed with only
choir, only strings, or
(best of all) both
ensembles combined. To
further complement this
approach, I've added an
obligato line for a solo
recorder (solo flute or
violin work just as
well). If you listen
carefully, you will hear
a quote from my other
favorite holiday carol,
Jesu Bambino. I hope you
enjoy performing A Basque
Carol. I especially hope
that you sense the
ancient magic cast into
this tune, hearing the
ineffable qualities that
have compelled us to
sustain it for nearly a
millennium. Whether
you're a choir, a string
orchestra, or a combined
ensemble, this
arrangement of A Basque
Carol will surely be a
haunting and lovely
addition to your next
holiday program!. A
Basque Carol (also known
as Gabriel’s
Message) holds a special
place in Western music.
The carol originates from
Basque country around the
13th century, based on
the Latin hymn, Angelus
ad Virginem (likely of
Franciscan origin). The
tune quickly spread
throughout Europe,
finding popularity in
Britain where it was even
referenced in
Chaucer’s
Canterbury Tales:Â
“Playing so sweetly
that the chamber rang; /
and Angelus ad virginem
he sang. .
.â€.Interestingly,
the melody we know and
love today is derived
from the original Basque
version. In my view, this
tune is a perfect example
of melody-crafting. It is
at once hauntingly
beautiful, yet warm and
joyous. Its contours are
complex, dramatic, yet
singable. I believe this
melodic accessibility is
the key to the
song’s lasting
popularity. I would also
attribute A Basque
Carol’s continued
popularity to its elegant
translation into English
(by Sabine Baring-Gould,
who rediscovered the
original Basque tune).
Translations often risk
sounding unimaginative,
coarse, and blunt. This
translation is strikingly
different. It was graced
with an especially poetic
translation including
lines such as “his
wings as drifted snow,
his eyes as
flame.â€I am very
excited to offer a new
perspective on this
classic carol, joining
the tradition of
composers preserving and
reimagining a priceless
medieval melody. My first
goal was to create a
flowing, richly-textured,
even cinematic string
accompaniment for the
choir. This approach was
very much inspired by the
dense, string-writing
style of English composer
Ralph Vaughan Williams.
My second goal was to
make the arrangement
flexible enough to be
performed with only
choir, only strings, or
(best of all) both
ensembles combined. To
further complement this
approach, I’ve
added an obligato line
for a solo recorder (solo
flute or violin work just
as well). If you listen
carefully, you will hear
a quote from my other
favorite holiday carol,
Jesu Bambino.I hope you
enjoy performing A Basque
Carol. I especially hope
that you sense the
ancient magic cast into
this tune, hearing the
ineffable qualities that
have compelled us to
sustain it for nearly a
millennium. Whether
you’re a choir, a
string orchestra, or a
combined ensemble, this
arrangement of A Basque
Carol will surely be a
haunting and lovely
addition to your next
holiday program! $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Stylistic Etudes for Trombone Carl Fischer
Chamber Music trombone SKU: CF.WF231 20 Original Etudes in a Variety o...(+)
Chamber Music trombone
SKU: CF.WF231
20 Original Etudes in
a Variety of Styles.
Composed by Tom Brantley.
Collection - Performance.
With Standard notation.
48 pages. Carl Fischer
Music #WF231. Published
by Carl Fischer Music
(CF.WF231). ISBN
9781491153314. UPC:
680160910816. Styli
stic Etudes for Trombone
was written for
intermediateto advanced
level trombonists,
seeking to meet
thedemands of the modern
marketplace for
performers. AsI often
tell my students,
it’s simply not
enough to mastera single
style and fake the rest.
To make a living as
aperformer, trombonists
are expected to play
many, manydifferent
styles authentically.
Classical performers
studyhard and devote
themselves to mastering
the stylisticnuances of
various eras, various
composers, variousforms;
jazz musicians seek to
accurately reflect the
stylesof everything from
bar-room burlesque to
Coltrane; hornbands in
the funk, rock, ska and
hip-hop idioms
mustreflect attention to
the details of their
influences even asthey
create new paths through
popular music.This etude
collection is an attempt
to help studentsand their
teachers work on the
details associated
withmastering each of
these various styles.In
order to perform with the
correct feel,
articulationand sound,
trombonists must first
get these concepts
intheir head through
diligent listening and
then disciplinedpractice
playing in every single
style. The same
wayorchestral players
study the symphonic
literature andexcerpts,
or the way a professional
jazz musician mightwork
on chord changes in
excruciating detail, a
wellroundedtrombone
player must master styles
by listeningto and
playing with great
recordings. Most of the
etudesin this book are
based on styles from
specific
orchestralliterature,
jazz standards and other
styles such as
NewOrleans’ funk
music (Meters) or the
music of JamesBrown and
Tower of Power.One final
note: some of these are
hard. On purpose.
Theseare not warm-ups
that you can play through
mindlesslyto get your
face going. These are
“study
pieces†in the
oldfashionedsense. They
are designed to challenge
you asa player, to make
you a little
uncomfortable. Some
aretougher than others,
of course, but none of
them are easy.If you can
play through each of
these well, with
greatmusicianship and
impeccable technique, you
will be anincredibly
versatile instrumentalist
and be able to
secureperformance
opportunities that are
outside the comfortzone
of many
trombonists.Thanks for
buying this book. I hope
you enjoy workingthrough
these, whether
you’re a teacher,
student,performer, or
weekend warrior. I
learned a lot by
puttingthese together and
I hope you find them
useful and
helpful. Stylistic
Etudes for Trombone was
written for intermediate
to advanced level
trombonists, seeking to
meet the demands of the
modern marketplace for
performers. As I often
tell my students,
it’s simply not
enough to master a single
style and fake the rest.
To make a living as a
performer, trombonists
are expected to play
many, many different
styles authentically.
Classical performers
study hard and devote
themselves to mastering
the stylistic nuances of
various eras, various
composers, various forms;
jazz musicians seek to
accurately reflect the
styles of everything from
bar-room burlesque to
Coltrane; horn bands in
the funk, rock, ska and
hip-hop idioms must
reflect attention to the
details of their
influences even as they
create new paths through
popular music.This etude
collection is an attempt
to help students and
their teachers work on
the details associated
with mastering each of
these various styles.In
order to perform with the
correct feel,
articulation and sound,
trombonists must first
get these concepts in
their head through
diligent listening and
then disciplined practice
playing in every single
style. The same way
orchestral players study
the symphonic literature
and excerpts, or the way
a professional jazz
musician might work on
chord changes in
excruciating detail, a
well-rounded trombone
player must master styles
by listening to and
playing with great
recordings. Most of the
etudes in this book are
based on styles from
specific orchestral
literature, jazz
standards and other
styles such as New
Orleans’ funk
music (Meters) or the
music of James Brown and
Tower of Power.How these
etudes were conceived,
composed and transcribed:
The style or concept of
the etude was thought out
in my head and ear. I
then improvised in that
style and concept on my
trombone, recording my
efforts until I was
satisfied with the etude.
All along, my goal was to
play the range of the
instrument while
emphasizing certain
articulations, rhythms,
range and, fundamentally,
the intended style of the
etude. The resulting
etude was then
transcribed by a terrific
graduate student named
Zach Bornheimer, who also
works with many other
classical and jazz
composers as a
copyist/arranger.Tips for
working on the etudes:
Seek out professional
recordings that match the
style of each etude to
get a good idea of what
the etude should sound
like musically. My
recording of each of
these etudes is available
for download and can be
purchased online for a
modest fee. Search for
“Brantley
Etudes†at either
iTunes or CDBaby.
Practice each etude very
slowly and in segments as
needed, using a
metronome. Record
yourself and listen for
good technique,
musicianship and
authenticity of style
with your sound, feel and
articulations. Compare
your own efforts to the
sounds you’ve
heard on recordings.
Would you fit in that
ensemble or band? If
range is an issue, take
certain notes or passages
down or up an octave.
Work on your fundamentals
every day, including the
techniques and skills
needed for these etudes.
Be patient! Small
improvements every day
result in big success
over time. Always play
with a wide dynamic
range. Always play with
line and direction.
Always play with
impeccable time as well
as rhythm. Use a
metronome to help with
this. Always play in
tune. You can work on
this with a tuner as well
as with drones. Play
these for teachers,
friends, peers and
colleagues not only for
their feedback but also
for the experience of
informal performance. An
audience changes
everything. Make music,
listen to music, record
yourself, play in public
and have fun!One final
note: some of these are
hard. On purpose. These
are not warm-ups that you
can play through
mindlessly to get your
face going. These are
“study
pieces†in the
old-fashioned sense. They
are designed to challenge
you as a player, to make
you a little
uncomfortable. Some are
tougher than others, of
course, but none of them
are easy. If you can play
through each of these
well, with great
musicianship and
impeccable technique, you
will be an incredibly
versatile instrumentalist
and be able to secure
performance opportunities
that are outside the
comfort zone of many
trombonists.Thanks for
buying this book. I hope
you enjoy working through
these, whether
you’re a teacher,
student, performer, or
weekend warrior. I
learned a lot by putting
these together and I hope
you find them useful and
helpful.Best
wishes,—Tom
Brantley. $18.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Christmas Carol Trilogy Chorale SATB SATB, Piano Carl Fischer
Choral SATB Choir and Piano SKU: CF.CM9617 With O Come All Ye Faithful...(+)
Choral SATB Choir and
Piano SKU:
CF.CM9617 With O
Come All Ye Faithful,
What Child is This? and
Joy to the World.
Composed by Traditional
Christmas Songs. Arranged
by Russell L. Robinson.
Fold. Performance Score.
12 pages. Duration 4
minutes, 10 seconds. Carl
Fischer Music #CM9617.
Published by Carl Fischer
Music (CF.CM9617).
ISBN 9781491156735.
UPC: 680160915279. 6.875
x 10.5 inches. Key: F
major.
English. Christmas
Carol Trilogy is a
perfect opening or
closing piece for the
holiday concert. This
arrangement incorporates
three of the most famous
traditional carols: O
Come, All Ye Faithful,
What Child is This? and
Joy to the World. Michael
J. Miller has written a
band arrangement based on
this choral arrangement
(YPS223). Miller's
arrangement can either
serve as a band
accompaniment or as a
stand-alone band
arrangement. Choral and
band directors can now
have a piece for holiday
concerts where both can
play and sing
together!. Christmas
Carol Trilogy was
arranged because it is
often difficult to find a
medley of standard
Christmas/Holiday carols
to use as an opening or
closing piece for the
holiday concert. Choral
and band directors can
now have a piece to close
a holiday concert where
both can play and sing
together! It was a joy to
arrange a choral
arrangement that
incorporates three of the
most famous traditional
carols: O Come, All Ye
Faithful, What Child is
This? and Joy to the
World. I am so pleased
that Michael J. Miller
wrote a band arrangement
based on this choral
arrangement (YPS223).
Miller's arrangement can
either serve as a band
accompaniment or as a
stand-alone band
arrangement. I hope you
enjoy singing Christmas
Carol Trilogy as much as
I enjoyed writing it!
Russell Robinson,
Arranger. Christmas
Carol Trilogy was
arranged because it is
often difficult to find a
medley of standard
Christmas/Holiday carols
to use as an opening or
closing piece for the
holiday
concert. Choral and
band directors can now
have a piece to close a
holiday concert where
both can play and sing
together!It was a joy to
arrange a choral
arrangement that
incorporates three of the
most famous traditional
carols: O Come, All Ye
Faithful, What Child is
This? and Joy to the
World.I am so pleased
that Michael J. Miller
wrote a band arrangement
based on this choral
arrangement (YPS223).
Miller’s
arrangement can either
serve as a band
accompaniment or as a
stand-alone band
arrangement.I hope you
enjoy singing Christmas
Carol Trilogy as much as
I enjoyed writing
it!Russell Robinson,
Arranger. $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Jarba, Mare Jarba Chorale SATB Carl Fischer
Choral SATB choir SKU: CF.CM9700 Composed by Hungarian Folk. Arranged by ...(+)
Choral SATB choir SKU:
CF.CM9700 Composed by
Hungarian Folk. Arranged
by Stacy Garrop. 20
pages. Duration 4:44.
Carl Fischer Music
#CM9700. Published by
Carl Fischer Music
(CF.CM9700). ISBN
9781491160008. UPC:
680160918607. Key: A
minor. Hungarian.
Hungarian Folk. In
2014, Chanticleer
commissioned me to make a
new arrangement of the
Hungarian-Romani folk
song Jarba, Mare Jarba
for their 2014 touring
program. Passed down
orally through the Romani
communities, this
beautiful folk song, with
text in a language called
Beas (beh-osh), speaks of
a deep longing to visit
one's homeland, a place
where the singer can
never return. Chanticleer
consists of twelve men
whose vocal ranges span
from low bass to high
soprano, equivalent to
the range of a mixed
choir of women and men. I
composed slow sections of
original material to
represent the singers'
longing to return home;
these are interspersed
with the folk song's
traditional fast
sections. The
incorporated shouts and
calls in the score are
typically found in the
performance of Central
European folk songs. I
hope you enjoy singing
this new version of
Jarba, Mare Jarba that
contains all of the vigor
and excitement of the
Chanticleer version.
PERFORMANCE NOTES All
spoken sounds (indicated
by x noteheads) should be
performed by individuals.
Feel free to elaborate
with more sounds of your
own in the tradition of
Eastern European folk
music. If the piece is
memorized, feel free to
experiment with clapping
on the off-beats of m. 93
to the end. TEXT
Transliteration Jarba,
mare jarba mas duce a
casa, da nu pot ca am
jurat, Jarba, mare jarba
mas duce a casa, da nu
pot ca am jurat. Mare
jarba, verde jarba nu me
pot duce a casa. Jarba,
mare jarba mas duce a
casa, da nu pot ca am
jurat. O mers mama de pe
sat, O lasat coliba
goala, Infrunzitu,
ingurzitu da plina de
saracie, da plina de
saracie. Mare jarba,
verde jarba nu me pot
duce a casa. Jarba, mare
jarba mas duce a casa, da
nu pot ca am jurat.
Translation Green grass,
tall grass, I would like
to go home, but I cannot,
because I have sworn not
to. Tall grass, green
grass - oh, that I cannot
go home! My mother has
left the village; she
left the hut empty,
Adorned with leaves but
full of poverty. Tall
grass, green grass - oh,
that I cannot go home!
Tall grass, green grass -
I would like to go home.
but I cannot, because I
have sworn not to. Stacy
Garrop's music is
centered on dramatic and
lyrical storytelling. The
sharing of stories is a
defining element of our
humanity; we strive to
share with others the
experiences and concepts
that we find compelling.
She shares stories by
taking audiences on sonic
journeys - some simple
and beautiful, while
others are complicated
and dark - depending on
the needs and dramatic
shape of the story.
Garrop served as the
first Emerging Opera
Composer of Chicago Opera
Theater's Vanguard
Program. She also held a
3-year
composer-in-residence
position with the
Champaign-Urbana Symphony
Orchestra, funded by New
Music USA and the League
of American Orchestras.
She has received numerous
awards and grants
including an Arts and
Letters Award in Music
from the American Academy
of Arts and Letters,
Fromm Music Foundation
Grant, Barlow Prize, and
three Barlow Endowment
commissions, along with
prizes from competitions
sponsored by the Detroit
Symphony Orchestra, Civic
Orchestra of Chicago,
Omaha Symphony, New
England Philharmonic,
Boston Choral Ensemble,
Utah Arts Festival, and
Pittsburgh New Music
Ensemble. She is a
Cedille Records artist;
her works are
commercially available on
more than ten additional
labels. Her catalog
covers a wide range, with
works for orchestra,
opera, oratorio, wind
ensemble, choir, art
song, various sized
chamber ensembles, and
works for solo
instruments. Notable
commissions include My
Dearest Ruth for soprano
and piano with text by
Martin Ginsburg, the
husband of the late
Supreme Court Justice
Ruth Bader Ginsburg, The
Transformation of Jane
Doe for Chicago Opera
Theater, The Battle for
the Ballot for the
Cabrillo Festival
Orchestra, Goddess
Triptych for the St.
Louis Symphony Orchestra,
Glorious Mahalia for the
Kronos Quartet, Give Me
Hunger for Chanticleer,
Rites for the Afterlife
for the Akropolis and
Calefax Reed Quintets,
and Terra Nostra: an
oratorio about our
planet, commissioned by
the San Francisco Choral
Society and Piedmont East
Bay Children's Chorus.
Garrop previously served
as composer-in-residence
with the Albany Symphony
and Skaneateles Festival,
and as well as on faculty
of the Fresh Inc Festival
(2012-2017). She taught
composition and
orchestration full-time
at Roosevelt University
2000-2016) before leaving
to launch her freelance
career. She earned
degrees in music
composition at the
University of
Michigan-Ann Arbor
(B.M.), University of
Chicago (M.A.), and
Indiana
University-Bloomington
(D.M.). In 2014,
Chanticleer commissioned
me to make a new
arrangement of the
Hungarian-Romani folk
song Jarba, Mare Jarba
for their 2014 touring
program. Passed down
orally through the Romani
communities, this
beautiful folk song, with
text in a language called
Beas (beh-osh), speaks of
a deep longing to visit
one’s homeland, a
place where the singer
can never return.
Chanticleer consists of
twelve men whose vocal
ranges span from low bass
to high soprano,
equivalent to the range
of a mixed choir of women
and men. I composed slow
sections of original
material to represent the
singers’ longing
to return home; these are
interspersed with the
folk song’s
traditional fast
sections. The
incorporated shouts and
calls in the score are
typically found in the
performance of Central
European folk songs. I
hope you enjoy singing
this new version of
Jarba, Mare Jarba that
contains all of the vigor
and excitement of the
Chanticleer
version.PERFORMANCE
NOTESAll spoken sounds
(indicated by x
noteheads) should be
performed by individuals.
Feel free to elaborate
with more sounds of your
own in the tradition of
Eastern European folk
music.If the piece is
memorized, feel free to
experiment with clapping
on the off-beats of m. 93
to the
end.TEXTTransliterationJa
rba, mare jarba mas duce
a casa, da nu pot ca am
jurat, Jarba, mare jarba
mas duce a casa, da nu
pot ca am jurat. Mare
jarba, verde jarba nu me
pot duce a casa.Jarba,
mare jarba mas duce a
casa, da nu pot ca am
jurat.O mers mama de pe
sat, O lasat coliba
goala,Infrunzitu,
ingurzitu da plina de
saracie, da plina de
saracie. Mare jarba,
verde jarba nu me pot
duce a casa.Jarba, mare
jarba mas duce a casa, da
nu pot ca am
jurat.TranslationGreen
grass, tall grass, I
would like to go home,
but I cannot, because I
have sworn not to.Tall
grass, green grass
– oh, that I
cannot go home!My mother
has left the village; she
left the hut empty,
Adorned with leaves but
full of poverty.Tall
grass, green grass
– oh, that I
cannot go home! Tall
grass, green grass
– I would like to
go home.but I cannot,
because I have sworn not
to.Stacy Garrop’s
music is centered on
dramatic and lyrical
storytelling. The sharing
of stories is a defining
element of our humanity;
we strive to share with
others the experiences
and concepts that we find
compelling. She shares
stories by taking
audiences on sonic
journeys – some
simple and beautiful,
while others are
complicated and dark
– depending on the
needs and dramatic shape
of the story.Garrop
served as the first
Emerging Opera Composer
of Chicago Opera
Theater’s Vanguard
Program. She also held a
3-year
composer-in-residence
position with the
Champaign-Urbana Symphony
Orchestra, funded by New
Music USA and the League
of American Orchestras.
She has received
numerous awards and
grants including an
Arts and Letters Award in
Music from the American
Academy of Arts and
Letters, Fromm Music
Foundation Grant, Barlow
Prize, and three Barlow
Endowment commissions,
along with prizes from
competitions sponsored by
the Detroit Symphony
Orchestra, Civic
Orchestra of Chicago,
Omaha Symphony, New
England Philharmonic,
Boston Choral Ensemble,
Utah Arts Festival, and
Pittsburgh New Music
Ensemble. She is a
Cedille Records artist;
her works are
commercially available on
more than ten additional
labels.Her catalog covers
a wide range, with works
for orchestra, opera,
oratorio, wind ensemble,
choir, art song, various
sized chamber ensembles,
and works for solo
instruments. Notable
commissions include My
Dearest Ruth for
soprano and piano with
text by Martin Ginsburg,
the husband of the late
Supreme Court Justice
Ruth Bader
Ginsburg, The
Transformation of Jane
Doe for Chicago Opera
Theater, The Battle for
the Ballot for the
Cabrillo Festival
Orchestra, Goddess
Triptych for the St.
Louis Symphony Orchestra,
Glorious Mahalia for
the Kronos Quartet, Give
Me Hunger for
Chanticleer, Rites for
the Afterlife for the
Akropolis and Calefax
Reed Quintets,
and Terra
Nostra:Â an oratorio
about our planet,
commissioned by the San
Francisco Choral Society
and Piedmont East Bay
Children’s
Chorus.Garrop previously
served as
composer-in-residence
with the Albany Symphony
and Skaneateles Festival,
and as well as on faculty
of the Fresh Inc Festival
(2012-2017). She taught
composition and
orchestration full-time
at Roosevelt University
2000-2016) before leaving
to launch her freelance
career. She earned
degrees in music
composition at the
University of
Michigan-Ann Arbor
(B.M.), University of
Chicago (M.A.), and
Indiana
University-Bloomington
(D.M.).ÂÂ. $3.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Malaika Chorale SATB SATB, Percussion(s) Carl Fischer
Angel. Composed by Fadhilli William Mdawida. Arranged by Russell L. Robinson. ...(+)
Angel. Composed by
Fadhilli
William Mdawida. Arranged
by
Russell L. Robinson. Sws.
Octavo. 16 pages.
Duration 3
minutes, 4 seconds. Carl
Fischer Music #CM9650.
Published by Carl Fischer
Music
$2.75 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Future of Tomorrow - Intermédiaire Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Clarinet 1, Clarinet 2, Cornet, Cornet 2...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Clarinet
1, Clarinet 2, Cornet,
Cornet 2, Crash Cymbals,
Euphonium, Euphonium
T.C., Flute,
Glockenspiel, Horn 1,
Horn 2, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Percussion 3, Snare
Drum and more. - Grade 3
SKU: CF.CPS245
Composed by Benjamin Yeo.
Folio. Cps. Set of Score
and Parts.
8+2+8+8+2+4+4+4+4+2+4+4+4
+4+6+6+4+4+8+2+2+1+4+1+2+
24 pages. Duration 2
minutes, 42 seconds. Carl
Fischer Music #CPS245.
Published by Carl Fischer
Music (CF.CPS245).
ISBN 9781491158128.
UPC: 680160916726. 9 x 12
inches. ABOUT THE
MUSIC Future of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang. Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this work.
EDUCATIONAL NOTES Key: Eb
Major SECTION BARS EVENT
/ SCORING / SUGGESTIONS
Introduction 1-4 Opens in
Eb major with dotted
rhythm motif. 1st Strain
5-20 Take note of melodic
phrasing above the
(light) oom-pah ostinato;
melody repeats at m. 13
with the addition of
countermelody in the
inner lines; although
written at mf dynamic,
this anew ideaa needs to
be heard clearly for
contrast with the
previous statement. 2nd
Strain 21-36 C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29. Trio 37-56 Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.
Break Strain 57-62
Excerpt from Rasa Sayang
with some play in
tonality and instrumental
dialogue; quasi
grandioso-style before
the final strain. Final
Strain 63-82 Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79. NOTE TO THE
CONDUCTOR This march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece. This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets. I wish you the best
in the performance of
this work. - Benjamin
Yeo. ABOUT THE MUSIC
Future of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang. Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this work.
EDUCATIONAL NOTES Key: Eb
Major SECTION BARS EVENT
/ SCORING / SUGGESTIONS
Introduction 1-4 Opens in
Eb major with dotted
rhythm motif. 1st Strain
5-20 Take note of melodic
phrasing above the
(light) oom-pah ostinato;
melody repeats at m. 13
with the addition of
countermelody in the
inner lines; although
written at mf dynamic,
this 'new idea' needs to
be heard clearly for
contrast with the
previous statement. 2nd
Strain 21-36 C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29. Trio 37-56 Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.
Break Strain 57-62
Excerpt from Rasa Sayang
with some play in
tonality and instrumental
dialogue; quasi
grandioso-style before
the final strain. Final
Strain 63-82 Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79. NOTE TO THE
CONDUCTOR This march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece. This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets. I wish you the best
in the performance of
this work. - Benjamin
Yeo. ABOUT THE
MUSICFuture of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang.Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this
work.EDUCATIONAL
NOTESKey: Eb
MajorSECTIONBARSEVENT /
SCORING /
SUGGESTIONSIntroduction1-
4Opens in Eb major with
dotted rhythm motif.1st
Strain5-20Take note of
melodic phrasing above
the (light) oom-pah
ostinato;melody repeats
at m. 13 with the
addition of countermelody
in the inner lines;
although written at mf
dynamic, this ‘new
idea’ needs to be
heard clearly for
contrast with the
previous statement.2nd
Strain21-36C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29.Trio37-56Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.Break
Strain57-62Excerpt from
Rasa Sayang with some
play in tonality and
instrumental dialogue;
quasi grandioso-style
before the final
strain.Final
Strain63-82Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79.NOTE TO THE
CONDUCTORThis march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece.This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets.I wish you the best
in the performance of
this work.- Benjamin
Yeo. $85.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Future of Tomorrow - Intermédiaire Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Clarinet 1, Clarinet 2, Cornet, Cornet 2...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Clarinet
1, Clarinet 2, Cornet,
Cornet 2, Crash Cymbals,
Euphonium, Euphonium
T.C., Flute,
Glockenspiel, Horn 1,
Horn 2, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Percussion 3, Snare
Drum and more. - Grade 3
SKU: CF.CPS245F
Composed by Benjamin Yeo.
Sws. Cps. Full score. 24
pages. Carl Fischer Music
#CPS245F. Published by
Carl Fischer Music
(CF.CPS245F). ISBN
9781491158135. UPC:
680160916733. 9 x 12
inches. ABOUT THE
MUSIC Future of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang. Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this work.
EDUCATIONAL NOTES Key: Eb
Major SECTION BARS EVENT
/ SCORING / SUGGESTIONS
Introduction 1-4 Opens in
Eb major with dotted
rhythm motif. 1st Strain
5-20 Take note of melodic
phrasing above the
(light) oom-pah ostinato;
melody repeats at m. 13
with the addition of
countermelody in the
inner lines; although
written at mf dynamic,
this anew ideaa needs to
be heard clearly for
contrast with the
previous statement. 2nd
Strain 21-36 C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29. Trio 37-56 Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.
Break Strain 57-62
Excerpt from Rasa Sayang
with some play in
tonality and instrumental
dialogue; quasi
grandioso-style before
the final strain. Final
Strain 63-82 Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79. NOTE TO THE
CONDUCTOR This march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece. This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets. I wish you the best
in the performance of
this work. - Benjamin
Yeo. ABOUT THE MUSIC
Future of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang. Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this work.
EDUCATIONAL NOTES Key: Eb
Major SECTION BARS EVENT
/ SCORING / SUGGESTIONS
Introduction 1-4 Opens in
Eb major with dotted
rhythm motif. 1st Strain
5-20 Take note of melodic
phrasing above the
(light) oom-pah ostinato;
melody repeats at m. 13
with the addition of
countermelody in the
inner lines; although
written at mf dynamic,
this 'new idea' needs to
be heard clearly for
contrast with the
previous statement. 2nd
Strain 21-36 C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29. Trio 37-56 Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.
Break Strain 57-62
Excerpt from Rasa Sayang
with some play in
tonality and instrumental
dialogue; quasi
grandioso-style before
the final strain. Final
Strain 63-82 Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79. NOTE TO THE
CONDUCTOR This march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece. This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets. I wish you the best
in the performance of
this work. - Benjamin
Yeo. ABOUT THE
MUSICFuture of Tomorrow
(Concert March) was
commissioned by the Arts
Education Branch,
Ministry of Education as
the set piece for the
Singapore Youth Festival
2016 Arts Presentation
for Concert and Brass
Bands (Primary Level).
This march uses brief
excerpts from the
well-known Malay folk
songs Katak Lompat and
Rasa Sayang.Our youths
are indeed our future of
tomorrow. This
joyful-themed march aims
to bring out the best in
each of your young
players. I hope that
students, band directors
and audiences will enjoy
preparing, performing and
listening to this
work.EDUCATIONAL
NOTESKey: Eb
MajorSECTIONBARSEVENT /
SCORING /
SUGGESTIONSIntroduction1-
4Opens in Eb major with
dotted rhythm motif.1st
Strain5-20Take note of
melodic phrasing above
the (light) oom-pah
ostinato;melody repeats
at m. 13 with the
addition of countermelody
in the inner lines;
although written at mf
dynamic, this ‘new
idea’ needs to be
heard clearly for
contrast with the
previous statement.2nd
Strain21-36C minor
(relative minor); excerpt
from Katak Lompat; melody
in the lower brass/wind
from m. 21 with a
contrasting
attitude/style from 1st
strain; back to a more
lyrical treatment from m.
29.Trio37-56Stays
unmodulated in the same
key; opens with a
percussion solo feature
before the start of the
softer Trio theme; keep
this section controlled
and be sensitive to the
balance; the metallic
timbre of the muted
trumpet/cornet needs to
be heard clearly (might
suggest to bring the
dynamic level up to mf
when muted); if
cued-notes are played,
make sure they are played
throughout the melodic
phrase as written to
avoid awkward leaps.Break
Strain57-62Excerpt from
Rasa Sayang with some
play in tonality and
instrumental dialogue;
quasi grandioso-style
before the final
strain.Final
Strain63-82Back to Eb
major with the reprise of
the Trio theme;
festive-like style with
fuller orchestration and
new countermelodies;
dotted rhythm motif from
the introduction
concludes the march in a
codetta-like section from
m. 79.NOTE TO THE
CONDUCTORThis march has
been carefully written
with reasonable
technicalities and range
in mind for younger
players. Generally,
optional cued notes in
parenthesis are given for
less experienced players
who have yet to develop
their range on the
instrument. However, they
should never be taken as
an easy alternative for
all players in the
section; otherwise, this
may result in a less than
ideal flow of the musical
lines. Marches are good
tools to train tempo
consistency, articulation
and rhythmic precision as
well as musical phrasing.
I hope that there will be
great learning
opportunities for your
students as they learn
this piece.This march is
separately orchestrated
for both wind and brass
bands to maximize the
instrumental colors
within each ensemble. The
parts are therefore not
exchangeable between the
wind band and brass band
sets.I wish you the best
in the performance of
this work.- Benjamin
Yeo. $14.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Lyrics Paroles Seulement [Partition] Hal Leonard
Complete Lyrics for Over 1000 Songs from Broadway to Rock. By Various. Lyric Lib...(+)
Complete Lyrics for Over
1000 Songs from Broadway
to Rock. By Various.
Lyric Library. Softcover.
Size 8.5x11 inches. 373
pages. Published by Hal
Leonard.
(1)$29.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Beautiful Dreamer Chorale SATB Carl Fischer
Choral SATB choir SKU: CF.CM9736 Composed by Stephen Foster. Arranged by ...(+)
Choral SATB choir SKU:
CF.CM9736 Composed by
Stephen Foster. Arranged
by Russell L. Robinson. 8
pages. Duration 3:45.
Carl Fischer Music
#CM9736. Published by
Carl Fischer Music
(CF.CM9736). ISBN
9781491161166. UPC:
680160919758. Key: Bb
major.
English. Stephen
Collins Foster lived from
1826 to 1864, until only
age 37. He was extremely
prolific, with numerous
songs that have lasted to
this day. I first had the
idea to arrange Beautiful
Dreamer for SATB choirs a
cappella, after hearing
Kristen Chenoweth in
concert. She ended her
concert, in a 1,600 seat
hall, with Beautiful
Dreamer, an a cappella
solo, with no microphone.
Given the beautiful
melody, text and Ms.
Chenoweth's voice, one
could have heard a pin
drop in the audience. Her
performance concluded to
thunderous applause and a
standing ovation. The
power of music.
Throughout this
arrangement, the
harmonies support the
beautiful melody and text
(rather than get in its'
way). Opportunities
abound for vocal parts to
be showcased as well as
an optional solo/duet at
the beginning. Sing
freely, with pure vowels,
crisp diction and
sensitivity, allowing the
text to prevail by giving
special attention to
stressed and unstressed
syllables and words. I
hope you enjoy singing
this arrangement in
rehearsal and performance
to the delight of your
audience. Tell the story
through song because
that's what we should
always do when performing
choral music. Russell
Robinson, Arranger
 . Stephen Collins
Foster lived from 1826 to
1864, until only age 37.
He was extremely
prolific, with numerous
songs that have lasted to
this day. I first had
the idea to arrange
Beautiful Dreamer for
SATB choirs a cappella,
after hearing Kristen
Chenoweth in concert.Â
She ended her concert, in
a 1,600 seat hall, with
Beautiful Dreamer, an a
cappella solo, with no
microphone. Given the
beautiful melody, text
and Ms.
Chenoweth’s voice,
one could have heard a
pin drop in the audience.
Her performance concluded
to thunderous applause
and a standing
ovation. The power of
music.Throughout this
arrangement, the
harmonies support the
“beautifulâ€
melody and text (rather
than get in its'
way). Opportunities
abound for vocal parts to
be showcased as well as
an optional solo/duet at
the beginning.Sing
freely, with pure vowels,
crisp diction and
sensitivity, allowing the
text to prevail by giving
special attention to
stressed and
unstressed syllables
and words.I hope you
enjoy singing this
arrangement in rehearsal
and performance to the
delight of your
audience. Tell the
story through song
because that’s
what we should always do
when performing choral
music.Russell Robinson,
Arranger . $2.25 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Brave Warrior - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion
1, Mallet Percussion 2,
Oboe, Percussion 1,
Percussion 2, Percussion
3, Snare Drum,
Tambourine, Timpani and
more. - Grade 2.5 SKU:
CF.YPS239 Composed by
Aaron McMichael. Set of
Score and Parts.
22+16+4+8+4+4+4+5+2+4+4+4
+4+6+3+3+1+1+2+4+4+2
pages. Duration 2:40.
Carl Fischer Music
#YPS239. Published by
Carl Fischer Music
(CF.YPS239). ISBN
9781491159613. UPC:
680160918201. This
piece is about a journey
unlike any other in 2020.
We have all been touched
by the devastating
effects of COVID-19, and
we have seen friends,
family, and many others
succumb to it. For the
people who are left
behind this piece is
dedicated to you, the
brave warriors that have
survived this pandemic.
The piece is set in Eb
major with a 4/4 time
signature. The beginning
starts off robust and
full, with the tempo at
quarter note= 150.
Measure 25 presents many
opportunities for shaping
to move the melody and
counter melody lines
around as the ostinato is
being played in the
percussion and low brass.
I wrote mm. 43-51 as a
percussion feature. I
felt in my eighteen years
of experience as an
educator that we always
have plenty of
percussionists! Double
students on parts if you
have way too many.
Overall, this piece has
many places for beautiful
phrasing and shaping. You
will need to assign the
students places to
breathe in order to
achieve maximum effort
from the group. I hope
you enjoy my new piece
The Brave
Warrior. This piece is
about a journey unlike
any other in 2020. We
have all been touched by
the devastating effects
of COVID-19, and we have
seen friends, family, and
many others succumb to
it. For the people who
are left behind this
piece is dedicated to
you, the brave warriors
that have survived this
pandemic. The piece is
set in Eb major with a
4/4 time signature. The
beginning starts off
robust and full, with the
tempo at quarter note=
150. Measure 25 presents
many opportunities for
shaping to move the
melody and counter melody
lines around as the
ostinato is being played
in the percussion and low
brass. I wrote mm.
43–51 as a
“percussionâ€
feature. I felt in my
eighteen years of
experience as an educator
that we always have
plenty of percussionists!
Double students on parts
if you have way too
many. Overall, this
piece has many places for
beautiful phrasing and
shaping. You will need to
assign the students
places to breathe in
order to achieve maximum
effort from the
group. I hope you
enjoy my new piece The
Brave Warrior. $70.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| The Brave Warrior - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Horn, Mallet Percussion
1, Mallet Percussion 2,
Oboe, Percussion 1,
Percussion 2, Percussion
3, Snare Drum,
Tambourine, Timpani and
more. - Grade 2.5 SKU:
CF.YPS239F Composed
by Aaron McMichael. Full
score. 22 pages. Carl
Fischer Music #YPS239F.
Published by Carl Fischer
Music (CF.YPS239F).
ISBN 9781491159620.
UPC:
680160918218. This
piece is about a journey
unlike any other in 2020.
We have all been touched
by the devastating
effects of COVID-19, and
we have seen friends,
family, and many others
succumb to it. For the
people who are left
behind this piece is
dedicated to you, the
brave warriors that have
survived this pandemic.
The piece is set in Eb
major with a 4/4 time
signature. The beginning
starts off robust and
full, with the tempo at
quarter note= 150.
Measure 25 presents many
opportunities for shaping
to move the melody and
counter melody lines
around as the ostinato is
being played in the
percussion and low brass.
I wrote mm. 43-51 as a
percussion feature. I
felt in my eighteen years
of experience as an
educator that we always
have plenty of
percussionists! Double
students on parts if you
have way too many.
Overall, this piece has
many places for beautiful
phrasing and shaping. You
will need to assign the
students places to
breathe in order to
achieve maximum effort
from the group. I hope
you enjoy my new piece
The Brave
Warrior. This piece is
about a journey unlike
any other in 2020. We
have all been touched by
the devastating effects
of COVID-19, and we have
seen friends, family, and
many others succumb to
it. For the people who
are left behind this
piece is dedicated to
you, the brave warriors
that have survived this
pandemic. The piece is
set in Eb major with a
4/4 time signature. The
beginning starts off
robust and full, with the
tempo at quarter note=
150. Measure 25 presents
many opportunities for
shaping to move the
melody and counter melody
lines around as the
ostinato is being played
in the percussion and low
brass. I wrote mm.
43–51 as a
“percussionâ€
feature. I felt in my
eighteen years of
experience as an educator
that we always have
plenty of percussionists!
Double students on parts
if you have way too
many. Overall, this
piece has many places for
beautiful phrasing and
shaping. You will need to
assign the students
places to breathe in
order to achieve maximum
effort from the
group. I hope you
enjoy my new piece The
Brave Warrior. $11.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Lightning Catcher - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 2
SKU: CF.YAS181F
Composed by Peter Terry.
Young String Orchestra
(YAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#YAS181F. Published by
Carl Fischer Music
(CF.YAS181F). ISBN
9781491151839. UPC:
680160909339. 9 x 12
inches. Peter
Terry's The Lightning
Catcher celebrates youth
and the mysteries of
summer nights. The wonder
of lightning bugs and the
hours spent chasing,
catching, and releasing
them back are childhood
staples for many. With
bold gestures and
textures, this dramatic
piece takes the audience
back in time to the days
of their youth. The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain naive
wish that this too could
be caught in a glass jar
for later release. The
Lightning Catcher is a
dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts. Peter
Terry, 2018. The
Lightning Catcher is a
piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain
naïve wish that this
too could be caught in a
glass jar for later
release.The Lightning
Catcher is a dramatic
work with big, bold
gestures and textures.
Make sure that you
reserve enough volume and
energy to make the ending
the biggest point in the
piece.I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical concepts.Peter
Terry, 2018.
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 $8.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Lightning Catcher - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 2
SKU: CF.YAS181
Composed by Peter Terry.
Young String Orchestra.
Set of Score and Parts.
With Standard notation.
8+8+5+5+2+2+5+12 pages.
Duration 2 minutes, 3
seconds. Carl Fischer
Music #YAS181. Published
by Carl Fischer Music
(CF.YAS181). ISBN
9781491151464. UPC:
680160908967. 9 x 12
inches. Key: B
minor. Peter
Terry's The Lightning
Catcher celebrates youth
and the mysteries of
summer nights. The wonder
of lightning bugs and the
hours spent chasing,
catching, and releasing
them back are childhood
staples for many. With
bold gestures and
textures, this dramatic
piece takes the audience
back in time to the days
of their youth. The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain naive
wish that this too could
be caught in a glass jar
for later release. The
Lightning Catcher is a
dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts. Peter
Terry, 2018. The
Lightning Catcher is a
piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain
naïve wish that this
too could be caught in a
glass jar for later
release.The Lightning
Catcher is a dramatic
work with big, bold
gestures and textures.
Make sure that you
reserve enough volume and
energy to make the ending
the biggest point in the
piece.I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical concepts.Peter
Terry, 2018.
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 $55.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| O Little Town of Bethlehem Chorale SATB Carl Fischer
Composed by English Ballad. Arranged by Russell L. Robinson. Fold. Octavo. 8...(+)
Composed by English
Ballad.
Arranged by Russell L.
Robinson. Fold. Octavo. 8
pages. Duration 2
minutes, 47
seconds. Carl Fischer
Music
#CM9657. Published by
Carl
Fischer Music
$2.25 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Carrickfergus Carl Fischer
Choral Piano, alto voice, baritone voice Flute, soprano voice SKU: CF.CM9728<...(+)
Choral Piano, alto voice,
baritone voice Flute,
soprano voice SKU:
CF.CM9728 Composed by
Irish Folk Song. Arranged
by Russell L. Robinson.
13 pages. Duration 3
minutes, 44 seconds. Carl
Fischer Music #CM9728.
Published by Carl Fischer
Music (CF.CM9728).
ISBN 9781491161074.
UPC: 680160919673. Key: C
major. English. Irish
Folk
song. Carrickfergus
is a city in Northern
Ireland, and this Irish
folk song of the same
name has been sung for
more than 300 years. It
is about a person longing
to be home, but the sea
is wide and he or she
can't cross over. The
person laments that as
aging occurs, friends and
family are missed more
and more. One of the most
beautiful melodies I've
ever heard, it has been
performed by soloists
Charlotte Church, Joan
Baez, and Jackie Evanko
and groups, The
Chieftains and Celtic
Woman. I hope you enjoy
singing this beautiful
Irish folk song! Russell
Robinson, Arranger
Pronunciations:
Carrickfergus =
KEH-rik-FEHR-guhs
Ballygrand =
BAH-lee-grand. Carrick
fergus is a city in
Northern Ireland, and
this Irish folk song of
the same name has been
sung for more than 300
years. It is about a
person longing to be
home, “but the sea
is wide†and he or
she can’t cross
over. The person laments
that as aging occurs,
friends and family are
missed more and more. One
of the most beautiful
melodies I’ve ever
heard, it has been
performed by soloists
Charlotte Church, Joan
Baez, and Jackie Evanko
and groups, The
Chieftains and Celtic
Woman.I hope you enjoy
singing this beautiful
Irish folk song!Russell
Robinson,
ArrangerPronunciations:Ca
rrickfergus
=Â Â Â KEH-rik-FEHR
-guhsBallygrand =
BAH-lee-grand. $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| How Lovely is Thy Dwelling Place Chorale 3 parties SAB Carl Fischer
Choral SAB chorus, piano SKU: CF.CM9731 From Requiem, Op 45. Compo...(+)
Choral SAB chorus, piano
SKU: CF.CM9731
From Requiem, Op
45. Composed by
Johannes Brahms. Arranged
by Russell L. Robinson.
20 pages. Duration 5:30.
Carl Fischer Music
#CM9731. Published by
Carl Fischer Music
(CF.CM9731). ISBN
9781491161111. UPC:
680160919703. Key: C
major.
English. Johannes
Brahms, born May 7, 1833
in Hamburg, Germany and
died April 3, 1897 in
Vienna where he lived
most of his life. Brahms
is one of the most famous
composers of the Romantic
period (1830-1920)
although his music has
many elements of the
Classical period (1750 to
1830) as he followed many
of the practices of
Classical composers
Haydn, Mozart and
Beethoven. In addition to
being a composer, he was
also well-known as a
pianist and conductor.
Brahms began writing the
Requiem (also known as
the German Requiem, Opus
45) soon after his mother
died in February 1865
which caused him great
grief. In April of that
year, he completed the
first, second and fourth
movements and completed
the rest of the seven
movements in May of 1868.
How Lovely is Thy
Dwelling Place (Wie
Lieblich sind Deine
Wohnungen) was the fourth
movement of his seven
movement work.
Originally written for
SATB voices in E-flat
major, this seamlessly
similar arrangement for
SAB voices, now in C
major, affords all voices
comfortable ranges.
Although, it is
approximately 5 minutes
and 30 seconds in length,
it is perceived to be
much shorter because of
the contrasting stylistic
sections within the work.
How Lovely is Thy
Dwelling Place is one of
the most beautiful choral
pieces by Brahms, perhaps
in the entire Romantic
period. Although
Brahms wrote the original
piano reduction, in this
edition, it has been made
more accessible for
pianists with a wide
range of skills. Pay
close attention to the
dynamic markings
throughout the piece,
making them apparent to
the voices, conductor,
and audience. I hope you
enjoy singing this
beautiful and timeless
piece by Johannes Brahms!
Russell Robinson,
Arranger
 . Johannes
Brahms, born May 7, 1833
in Hamburg, Germany and
died April 3, 1897 in
Vienna where he lived
most of his life. Brahms
is one of the most famous
composers of the Romantic
period (1830-1920)
although his music has
many elements of the
Classical period (1750 to
1830) as he followed many
of the practices of
Classical composers
Haydn, Mozart and
Beethoven. In
addition to being a
composer, he was also
well-known as a pianist
and conductor. Brahms
began writing the Requiem
(also known as the German
Requiem, Opus 45) soon
after his mother died in
February 1865 which
caused him great
grief. In April of
that year, he completed
the first, second and
fourth movements and
completed the rest of the
seven movements in May of
1868. How Lovely is
Thy Dwelling Place (Wie
Lieblich sind Deine
Wohnungen) was the fourth
movement of his seven
movement
work. Originally
written for SATB voices
in E-flat major, this
seamlessly similar
arrangement for SAB
voices, now in C major,
affords all voices
comfortable ranges.
Although, it is
approximately 5 minutes
and 30 seconds in length,
it is perceived to be
much shorter because of
the contrasting stylistic
sections within the work.
How Lovely is Thy
Dwelling Place is one of
the most beautiful choral
pieces by Brahms, perhaps
in the entire Romantic
period. Although
Brahms wrote the original
piano reduction, in this
edition, it has been made
more accessible for
pianists with a wide
range of skills. Pay
close attention to the
dynamic markings
throughout the piece,
making them apparent to
the voices, conductor,
and audience.I hope you
enjoy singing this
beautiful and timeless
piece by Johannes
Brahms!Russell Robinson,
Arranger    .
$3.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| I Remember Clifford Big band [Conducteur et Parties séparées] - Intermédiaire Jazz Lines Publications
Recorded by the Dizzy Gillespie Alumni All-Stars. Edited by Dylan Canterb...(+)
Recorded by the Dizzy
Gillespie Alumni
All-Stars. Edited by
Dylan Canterbury, Rob
DuBoff, and Jeffrey
Sultanof. Arranged by
Benny Golson. Jazz,
Ballad. Score and parts.
Published by Jazz Lines
Publications
(JL.JLP-7340).
$65.00 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Call of the Ancient Clans - Débutant Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Timpani, Tom-tom,
Trombone 1, Trombone 2,
Trumpet 1, Trumpet 2 and
more. - Grade 1.5 SKU:
CF.FPS164 Composed by
Amy Webb. Set of Score
and Parts. Carl Fischer
Music #FPS164. Published
by Carl Fischer Music
(CF.FPS164). ISBN
9781491163504. UPC:
680160922291. Call
of the Ancient Clans
takes players back to the
time of the dawn of man,
when neighboring tribes
could communicate with
each other not by racing
through the harsh jungle
or dry desert, but by the
use of different rhythm
instruments. Music was
also used in religious
rituals, celebrations and
to share the history of
the group.With an
interesting, pulsating
rhythm and catchy
woodwind lines, Call of
the Ancient Clans is sure
to light a fire under
students and get them
involved in making some
exhilarating music. The
notes can be easily
played by those with over
a year of band
experience, but will also
provide a good challenge,
as the first clarinets do
go over the break a
couple of times.Students
will have a lot of fun
playing double forte (who
doesn’t?).
However, caution students
that playing “as
loud as you canâ€
can lead to bad-sounding
notes. Balance with the
person next to you; if
you can’t hear
them, you’re too
loud. Double forte is a
bit like calling to your
friend from across the
gym when nobody else is
in there. You
don’t want to be
louder than that.Who has
the melody at each
rehearsal mark? Your
students should know and
if they do not, tell
them. If they
don’t have the
melody, they need to back
off their notes and play
softer. Let the melody
shine.Balance will make
this piece truly sing. I
hope you enjoy playing
it; I loved writing
it. $58.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Call of the Ancient Clans Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Clarinet 1, Clarinet 2, Crash Cym...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Clarinet 1, Clarinet 2,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute,
Gong, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Timpani, Tom-tom,
Trombone 1, Trombone 2,
Trumpet 1, Trumpet 2 and
more. SKU:
CF.FPS164F Composed
by Amy Webb. Full score.
16 pages. Carl Fischer
Music #FPS164F. Published
by Carl Fischer Music
(CF.FPS164F). ISBN
9781491163900. UPC:
680160922697. Call
of the Ancient Clans
takes players back to the
time of the dawn of man,
when neighboring tribes
could communicate with
each other not by racing
through the harsh jungle
or dry desert, but by the
use of different rhythm
instruments. Music was
also used in religious
rituals, celebrations and
to share the history of
the group.With an
interesting, pulsating
rhythm and catchy
woodwind lines, Call of
the Ancient Clans is sure
to light a fire under
students and get them
involved in making some
exhilarating music. The
notes can be easily
played by those with over
a year of band
experience, but will also
provide a good challenge,
as the first clarinets do
go over the break a
couple of times.Students
will have a lot of fun
playing double forte (who
doesn’t?).
However, caution students
that playing “as
loud as you canâ€
can lead to bad-sounding
notes. Balance with the
person next to you; if
you can’t hear
them, you’re too
loud. Double forte is a
bit like calling to your
friend from across the
gym when nobody else is
in there. You
don’t want to be
louder than that.Who has
the melody at each
rehearsal mark? Your
students should know and
if they do not, tell
them. If they
don’t have the
melody, they need to back
off their notes and play
softer. Let the melody
shine.Balance will make
this piece truly sing. I
hope you enjoy playing
it; I loved writing
it. $9.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Lyrical Solos Guitare - Avancé Mel Bay
Guitar - Advanced SKU: MB.WBM15 Composed by William Bay. Saddle-stitched,...(+)
Guitar - Advanced SKU:
MB.WBM15 Composed by
William Bay.
Saddle-stitched,
Contemporary, Classical,
Solos, Adult
Contemporary. Style.
Book. 44 pages. Mel Bay
Publications, Inc #WBM15.
Published by Mel Bay
Publications, Inc
(MB.WBM15). ISBN
9780988832732. 8.5 X 11
inches. The guitar
has so many moods and
colors. I have always
loved the expressive,
lyrical pieces written
for this unique
instrument. This book is
a collection of 19 solos
of medium difficulty
which present a colorful
array of moods, harmonies
and tonal textures. Each
piece gives the guitarist
ample opportunity for
reflection,
interpretation and
expression. The solos
should be played freely
with maximum use of
dynamics and tone color.
The harmonies are rich
and often contemporary. I
hope you enjoy playing
these compositions as I
certainly enjoyed writing
them. $14.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Danny Boy and Shenandoah Chorale 3 parties SAB, Piano Carl Fischer
Two Folksongs of Love and Loss. Composed by American Folk Song Irish Folk So...(+)
Two Folksongs of Love and
Loss. Composed by
American
Folk Song Irish Folk
Song.
Arranged by Greg Gilpin.
Fold. Octavo. 8 pages.
Duration 1 minute, 40
seconds. Carl Fischer
Music
#CM9646. Published by
Carl
Fischer Music
$2.25 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Another Christmas... (SAB) Chorale 3 parties SAB, Piano [Octavo] Faber Music Limited
Arranged by Alexander L'Estrange. Choir Secular. For with Piano (SAB). ...(+)
Arranged by Alexander
L'Estrange. Choir
Secular.
For with Piano (SAB).
Choral
Octavo. Faber Choral
Singles. Christmas;
Secular;
Winter. Published by
Faber
Music
$1.99 $1.8905 (- 5%) Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Eine Kleine Nachtmusik Orchestre à Cordes - Intermédiaire Carl Fischer
Orchestra String Orchestra - Medium Easy/Medium SKU: CF.CAS10 Full Sco...(+)
Orchestra String
Orchestra - Medium
Easy/Medium SKU:
CF.CAS10 Full
Score and Parts.
Composed by Wolfgang
Amadeus Mozart. Edited by
Amy Rosen. Arranged by
Roy Phillippe. FS-SWS.
Carl Fischer Concert
String Orchestra Series.
Score and Parts. With
Standard notation. K 525.
24+6+24+15+15+15+16
pages. Carl Fischer Music
#CAS10. Published by Carl
Fischer Music (CF.CAS10).
ISBN 9780825847615.
UPC: 798408047610. 8.5 X
11 inches. Key: G
major. With this
arrangement, my goal is
to maintain the integrity
of the original work,
while making it
accessible to the younger
orchestra. An important
aspect of the successful
performance of this piece
is maintaining an
energetic tempo. The
repeated eighth notes in
the accompaniment should
be played cleanly and
crisply to maintain
momentum. There are many
places where abrupt
changes in dynamics
occur. For example, m. 1
begins with a string
unison forte,
which suddenly drops to
piano at m. 11.
Accents, staccatos, and
other articulations
should be carefully
observed. To be
effective, crescendos
should begin at a
reasonable volume, so
they have somewhere to go
dynamically. I hope you
and the orchestra enjoy
this arrangement. With
this arrangement, my goal
is to maintain the
integrity of the original
work, while making it
accessible to the younger
orchestra. An important
aspect of the successful
performance of this piece
is maintaining an
energetic tempo. The
repeated eighth notes in
the accompaniment should
be played cleanly and
crisply to maintain
momentum. There are many
places where abrupt
changes in dynamics
occur. For example, m. 1
begins with a string
unisonA forte,
which suddenly drops toA
piano at m. 11.
Accents, staccatos, and
other articulations
should be carefully
observed. To be
effective, crescendos
should begin at a
reasonable volume, so
they have somewhere to go
dynamically. I hope you
and the orchestra enjoy
this arrangement. With
this arrangement, my goal
is to maintain the
integrity of the original
work, while making it
accessible to the younger
orchestra. An important
aspect of the successful
performance of this piece
is maintaining an
energetic tempo. The
repeated eighth notes in
the accompaniment should
be played cleanly and
crisply to maintain
momentum. There are many
places where abrupt
changes in dynamics
occur. For example, m. 1
begins with a string
unison forte, which
suddenly drops to piano
at m. 11. Accents,
staccatos, and other
articulations should be
carefully observed. To be
effective, crescendos
should begin at a
reasonable volume, so
they have somewhere to go
dynamically. I hope you
and the orchestra enjoy
this arrangement. With
this arrangement, my goal
is to maintain the
integrity of the original
work, while making it
accessible to the younger
orchestra. An important
aspect of the successful
performance of this piece
is maintaining an
energetic tempo. The
repeated eighth notes in
the accompaniment should
be played cleanly and
crisply to maintain
momentum. There are many
places where abrupt
changes in dynamics
occur. For example, m. 1
begins with a string
unison forte, which
suddenly drops
to piano at m. 11.
Accents, staccatos, and
other articulations
should be carefully
observed. To be
effective, crescendos
should begin at a
reasonable volume, so
they have somewhere to go
dynamically. I hope you
and the orchestra enjoy
this arrangement.
About Carl
Fischer Concert String
Orchestra
Series Thi
s series of pieces (Grade
3 and higher) is designed
for advancing ensembles.
The pieces in this series
are characterized
by: - Expanded use
of rhythms, ranges and
keys but technical
demands are still
carefully
considered
- More
comprehensive bowing
techniques
- Viola
T.C.
included
- Careful
selection of keys and
degree of difficulty for
advancing
musicians
$60.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Ultimate Fake Book - 3rd Edition Fake Book [Fake Book] Hal Leonard
Eb Edition. By Various. Fake Book (Includes melody line and chords). Size 9x12 i...(+)
Eb Edition. By Various.
Fake Book (Includes
melody line and chords).
Size 9x12 inches. 816
pages. Published by Hal
Leonard.
(2)$49.95 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| The Ultimate Fake Book - Third Edition (Bb version)
Instruments en Sib [Fake Book] Hal Leonard
Bb Edition. Fake Book (Includes melody line and chords). Size 9x12 inches. 816 p...(+)
Bb Edition. Fake Book
(Includes melody line and
chords). Size 9x12
inches. 816 pages.
Published by Hal Leonard.
(8)$49.95 - Voir plus => AcheterDélais: 3 to 5 business days | | |
| The Real Little Ultimate Fake Book - 3rd Edition (C Edition) [Fake Book] Hal Leonard
Fakebook (spiral bound) for voice and C instrument. With vocal melody, lyrics, c...(+)
Fakebook (spiral bound)
for voice and C
instrument. With vocal
melody, lyrics, chord
names, leadsheet notation
and guitar chord chart.
Series: Hal Leonard Fake
Books. 813 pages.
Published by Hal Leonard.
(4)$39.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| The Ultimate Fake Book - C Instruments (3rd Edition)
Fake Book [Fake Book] Hal Leonard
C Edition. Fake Book (Includes melody line and chords). Size 9x12 inches. 816 pa...(+)
C Edition. Fake Book
(Includes melody line and
chords). Size 9x12
inches. 816 pages.
Published by Hal Leonard.
(31)$55.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
Page suivante 1 31 61 ... 181 |