By Brian Wicklund and Bob Walser. For Keyboard (Piano). Methods. Bluegrass and C...(+)
By Brian Wicklund and Bob
Walser. For Keyboard
(Piano). Methods.
Bluegrass and Country.
Book. 56 pages. Published
by Mel Bay Publications,
Inc. Level:
Beginning.
Composed by Alan Lee
Silva. Young String
Orchestra (YAS). Full
score. With Standard
notation. 8 pages. Carl
Fischer Music #YAS184F.
Published by Carl Fischer
Music (CF.YAS184F).
ISBN 9781491151860.
UPC: 680160909360. 9 x 12
inches.
Alan Lee
Silva's Northwestern
Skies?is lyrical and
fresh,? with his
signature open and
expressive style. Young
string orchestras will
sound rich and full with
this sweeping
composition.
From the opening
fanfare to the final
ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
strings carry the C theme
in m. 49, supported by
tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. MoreA
instrtuments areA added
to the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
stringsA carry the C
theme in m. 49, supported
byA tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The movingA
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in theA violas and then
the violinsA over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. MoreA
instrtuments areA added
to the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
stringsA carry the C
theme in m. 49, supported
byA tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The movingA
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in theA violas and then
the violinsA over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
strings carry the C theme
in m. 49, supported by
tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
; From the opening
fanfare to the final
ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33. The
lower strings carry the C
theme in m. 49, supported
by tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build. The Coda
section at m. 65 begins
with a variation of the B
melody in the violas and
then the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement. Â From
the opening fanfare to
the final ensemble
gesture, Northwestern
Skies is an engaging
musical journey with
expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody.
More instrtuments
are added to the
melody in m. 25, building
to the return of the A
theme in m. 33.The lower
strings carry the C
theme in m. 49, supported
by tutti figures in
the upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The
moving legatolines at
m. 59 and the aggressive
figures at m. 61 propel
the piece to its final
build.The Coda section at
m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
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
Composed by Alan Lee
Silva. Young String
Orchestra (YAS). Set of
Score and Parts. With
Standard notation.
8+8+2+5+5+5+3+8 pages.
Carl Fischer Music
#YAS184. Published by
Carl Fischer Music
(CF.YAS184).
ISBN
9781491151495. UPC:
680160908998. 9 x 12
inches. Key: G
major.
Alan Lee
Silva's Northwestern
Skies?is lyrical and
fresh,? with his
signature open and
expressive style. Young
string orchestras will
sound rich and full with
this sweeping
composition.
From the opening
fanfare to the final
ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
strings carry the C theme
in m. 49, supported by
tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. MoreA
instrtuments areA added
to the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
stringsA carry the C
theme in m. 49, supported
byA tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The movingA
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in theA violas and then
the violinsA over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. MoreA
instrtuments areA added
to the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
stringsA carry the C
theme in m. 49, supported
byA tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The movingA
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in theA violas and then
the violinsA over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
;
From the
opening fanfare to the
final ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33.
The lower
strings carry the C theme
in m. 49, supported by
tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build.
The Coda section
at m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
.  
; From the opening
fanfare to the final
ensemble gesture,
Northwestern Skies is an
engaging musical journey
with expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody. More
instrtuments are added to
the melody in m. 25,
building to the return of
the A theme in m. 33. The
lower strings carry the C
theme in m. 49, supported
by tutti figures in the
upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The moving
legatolines at m. 59 and
the aggressive figures at
m. 61 propel the piece to
its final build. The Coda
section at m. 65 begins
with a variation of the B
melody in the violas and
then the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement. Â From
the opening fanfare to
the final ensemble
gesture, Northwestern
Skies is an engaging
musical journey with
expressive ensemble
phrases and challenging
section features. The A
theme at m. 9, a
recurring heroic
statement, provides an
opportunity to develop
solid tone production and
intonation in sustained
forte passages. The B
theme at m. 17, enters
quietly and features
singing, legato lines and
delicate accompaniment.
The connected
countermelodies in both
the A and B sections
should be balanced under
the main melody.
More instrtuments
are added to the
melody in m. 25, building
to the return of the A
theme in m. 33.The lower
strings carry the C
theme in m. 49, supported
by tutti figures in
the upper strings. All
sections come together in
m. 56 to a ritardando
into the Maestoso
section, setting up a
grand ensemble statement
in m. 57-58. The
moving legatolines at
m. 59 and the aggressive
figures at m. 61 propel
the piece to its final
build.The Coda section at
m. 65 begins with a
variation of the B melody
in the violas and then
the violins over a
dominant pedal point in
the lower strings.
Commanding tutti
statements of the A theme
at m. 69 end the piece
with power and
excitement.
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
Orchestra String Orchestra - Grade 1.5-2 SKU: CF.FAS26 Full Score....(+)
Orchestra String
Orchestra - Grade 1.5-2
SKU: CF.FAS26
Full Score.
Composed by Sean
O'Loughlin. Carl Fischer
First Plus String
Orchestra Series. Score
and Parts. With Standard
notation. 12 pages. Carl
Fischer Music #FAS26.
Published by Carl Fischer
Music (CF.FAS26).
ISBN
9780825854811. UPC:
798408054816. 8.5 X 11
inches. Key: D
major.
Arches
em> is a piece for the
developing string
orchestra that derives
its title from the
national park in Utah. I
visited the Arches
National Monument in June
of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless.
Arches is an
effective piece in
teaching
pizzicato
playing as a melodic
device. Most often,
pizzicato is
used as an effect or
punctuation mark to
larger melodic ideas.
There is a brief arco
section to provide
contrast and build up to
the dramatic return of
the main
pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
these pizzicato
lines. Forward motion is
of up-most importance in
terms of making musical
phrases out of these
pizzicato
lines. Arches
is a piece for the
developing string
orchestra that derives
its title from the
national park in Utah. I
visited the Arches
National Monument in June
of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless.
Arches is an
effective piece in
teachingA
pizzicato
playing as a melodic
device. Most often,A
pizzicato is
used as an effect or
punctuation mark to
larger melodic ideas.
There is a brief arco
section to provide
contrast and build up to
the dramatic return of
the mainA
pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
theseA pizzicato
lines. Forward motion is
of up-most importance in
terms of making musical
phrases out of theseA
pizzicatoA
lines. Arches
is a piece for the
developing string
orchestra that derives
its title from the
national park in Utah. I
visited the Arches
National Monument in June
of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless.
Arches is an
effective piece in
teachingA
pizzicato
playing as a melodic
device. Most often,A
pizzicato is
used as an effect or
punctuation mark to
larger melodic ideas.
There is a brief arco
section to provide
contrast and build up to
the dramatic return of
the mainA
pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
theseA pizzicato
lines. Forward motion is
of up-most importance in
terms of making musical
phrases out of theseA
pizzicatoA
lines. Arches
is a piece for the
developing string
orchestra that derives
its title from the
national park in Utah. I
visited the Arches
National Monument in June
of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless.
Arches is an
effective piece in
teaching
pizzicato
playing as a melodic
device. Most often,
pizzicato is
used as an effect or
punctuation mark to
larger melodic ideas.
There is a brief arco
section to provide
contrast and build up to
the dramatic return of
the main
pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
these pizzicato
lines. Forward motion is
of up-most importance in
terms of making musical
phrases out of these
pizzicato
lines. Arches is
a piece for the
developing string
orchestra that derives
its title from the
national park in Utah. I
visited the Arches
National Monument in June
of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless. Arches is an
effective piece in
teaching pizzicato
playing as a melodic
device. Most often,
pizzicato is used as an
effect or punctuation
mark to larger melodic
ideas. There is a brief
arco section to provide
contrast and build up to
the dramatic return of
the main pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
these pizzicato lines.
Forward motion is of
up-most importance in
terms of making musical
phrases out of these
pizzicato
lines. Arches is a
piece for the developing
string orchestra that
derives its title from
the national park in
Utah. I visited the
Arches National Monument
in June of 2003 during a
cross-country trip. The
Delicate Arch is the
recognizable landmark
from this beautiful
national park. In order
to see this remarkable
natural formation up
close, you have to hike a
trail of over two miles.
The music in this piece
is inspired by my journey
to see the arch. Once
there, you are treated to
a vast panoramic view of
the golden Utah landscape
that leaves one
breathless.Arches is an
effective piece in
teaching pizzicato
playing as a melodic
device. Most
often, pizzicato is
used as an effect or
punctuation mark to
larger melodic ideas.
There is a brief arco
section to provide
contrast and build up to
the dramatic return of
the main pizzicato
melody. Each section in
the ensemble has a
statement of the melody.
It is important to think
linearly in addition to
vertically when playing
these pizzicato lines.
Forward motion is of
up-most importance in
terms of making musical
phrases out of
these pizzicato lin
es.
Incorporating The
First Noel. Composed
by Ed Kiefer. Folio. Cps.
Set of Score and Parts.
2+8+8+4+8+8+8+4+4+4+4+4+4
+8+8+8+4+4+6+6+6+4+8+1+2+
3+1+2+24 pages. Duration
4:15. Carl Fischer Music
#CPS243. Published by
Carl Fischer Music
(CF.CPS243).
ISBN
9781491158500. UPC:
680160917105. 9 x 12
inches.
This
setting of The First Noel
begins with a percussion
intro and dissonant
chords that lead to a
beautiful flute duet. The
melody is freely adapted
and at times, outright
changed, to give this
arrangement a very
different sound. Using
rhythmic motives, tone
clusters, altered
melodies and all the
sounds available for a
concert band, the piece
takes the audience on a
journey that leads to a
statement of the original
tune at m. 118. Everyone
gets the melody at some
point. After a
chorale-like section, the
composition returns to
the fast and upbeat
sounds of the beginning.
Your musicians and
audience will love this
unique version of this
old-time favorite. When
performing this piece,
start dark and mysterious
and let the sounds
crescendo through the
introduction all the way
to m. 21, the first
statement of the hymn.
Make sure you keep the
tempo moving so the
arrangement does not lose
excitement. Keep the
flute duet, and later the
trumpet duet, nice and
light. At m. 118, play a
little slower and in a
standard chorale style,
being careful to let the
flute and oboe voices be
heard. Let the low voices
have the reins at m. 126
as they play the melody.
Pick the tempo back up to
the original tempo at m.
145 and push to the end.
The main thing is to
match articulation
throughout the band--at
the beginning and at the
end, think light accents
and separation, and at
the chorale section at m.
118, more legato. Keeping
everyone on the same page
with articulation will be
the key to making a great
performance. This
setting of The First Noel
begins with a percussion
intro and dissonant
chords that lead to a
beautiful flute duet. The
melody is freely adapted
and at times, outright
changed, to give this
arrangement a very
different sound. Using
rhythmic motives, tone
clusters, altered
melodies and all the
sounds available for a
concert band, the piece
takes the audience on a
journey that leads to a
statement of the original
tune at m. 118. Everyone
gets the melody at some
point. After a
chorale-like section, the
composition returns to
the fast and upbeat
sounds of the beginning.
Your musicians and
audience will love this
unique version of this
old-time favorite.When
performing this piece,
start dark and mysterious
and let the sounds
crescendo through the
introduction all the way
to m. 21, the first
statement of the hymn.
Make sure you keep the
tempo moving so the
arrangement does not lose
excitement. Keep the
flute duet, and later the
trumpet duet,nice and
light. At m. 118, play a
little slower and in a
standard chorale style,
being careful to let the
flute and oboe voices be
heard. Let the low voices
have the reins at m. 126
as they play the melody.
Pick the tempo back up to
the original tempo at m.
145 and push to the end.
The main thing is to
matcharticulation
throughout the band--at
the beginning and at the
end, think light accents
and separation, and at
the chorale section at m.
118, more legato. Keeping
everyone on the same page
with articulation will be
the key to making a great
performance.
( Skip to My Lou ). Arranged by Joseph Kreines. Concert Band. Concert Band; Scor...(+)
( Skip to My Lou ).
Arranged by Joseph
Kreines. Concert Band.
Concert Band; Score.
Alfred Debut Series.
Form: Variations. Grade
1.5. 16 pages. Published
by Alfred Music
( Skip to My Lou ). Arranged by Joseph Kreines. Concert Band. Concert Band; Part...(+)
( Skip to My Lou ).
Arranged by Joseph
Kreines. Concert Band.
Concert Band; Part(s);
Score. Alfred Debut
Series. Form: Variations.
Grade 1.5. 124 pages.
Published by Alfred Music
Publishing
Band concert band - Grade 0.5 SKU: CF.PPS50 Composed by Peter Terry. Prim...(+)
Band concert band - Grade
0.5
SKU: CF.PPS50
Composed by Peter Terry.
Primer Band (PPS). Set of
Score and Parts. With
Standard notation.
8+2+8+2+5+2+2+8+2+3+2+6+3
+1+1+2+2+12+2 pages.
Duration 2 minutes. Carl
Fischer Music #PPS50.
Published by Carl Fischer
Music (CF.PPS50).
ISBN
9781491151945. UPC:
680160909445.
Amber
moons are beautiful and
rare full moons, created
when the sun is high in
the sky and directly
opposite the moon. Amber
Moon begins with an
opening fanfare, then
moves into the first
theme based on this
fanfare. A second
statement of the theme is
repeated softly, followed
by a lyrical secondary
theme in the woodwinds.
Variations follow this
statement, and
cyclically, like the
comings and goings of the
Moon and Sun, the piece
concludes with a return
to the initial
theme. Amber moons are
very beautiful and rare
full moons, created when
the sun is high in the
sky and directly opposite
the moon. They appear
unusually large and low
on the horizon with a
deep, rich honey color
and are believed to be
signs of blessing and
good luck. Â Amber Moon
begins with an opening
fanfare, then moves into
a first theme based on
this fanfare. A second
statement of the theme is
repeated softly, followed
by lyrical second theme
in the woodwinds.
Variations follow this
statement and a return to
theme one concludes 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.
Band concert band - Grade 0.5 SKU: CF.PPS50F Composed by Peter Terry. Pri...(+)
Band concert band - Grade
0.5
SKU: CF.PPS50F
Composed by Peter Terry.
Primer Band (PPS). Full
score. With Standard
notation. 12 pages. Carl
Fischer Music #PPS50F.
Published by Carl Fischer
Music (CF.PPS50F).
ISBN 9781491152621.
UPC:
680160910120.
Amber
moons are beautiful and
rare full moons, created
when the sun is high in
the sky and directly
opposite the moon. Amber
Moon begins with an
opening fanfare, then
moves into the first
theme based on this
fanfare. A second
statement of the theme is
repeated softly, followed
by a lyrical secondary
theme in the woodwinds.
Variations follow this
statement, and
cyclically, like the
comings and goings of the
Moon and Sun, the piece
concludes with a return
to the initial
theme. Amber moons are
very beautiful and rare
full moons, created when
the sun is high in the
sky and directly opposite
the moon. They appear
unusually large and low
on the horizon with a
deep, rich honey color
and are believed to be
signs of blessing and
good luck. Â Amber Moon
begins with an opening
fanfare, then moves into
a first theme based on
this fanfare. A second
statement of the theme is
repeated softly, followed
by lyrical second theme
in the woodwinds.
Variations follow this
statement and a return to
theme one concludes 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.
Incorporating The
First Noel. Composed
by Ed Kiefer. Sws. Cps.
Full score. 24 pages.
Duration 4:15. Carl
Fischer Music #CPS243F.
Published by Carl Fischer
Music (CF.CPS243F).
ISBN 9781491158517.
UPC: 680160917112. 9 x 12
inches.
This
setting of The First Noel
begins with a percussion
intro and dissonant
chords that lead to a
beautiful flute duet. The
melody is freely adapted
and at times, outright
changed, to give this
arrangement a very
different sound. Using
rhythmic motives, tone
clusters, altered
melodies and all the
sounds available for a
concert band, the piece
takes the audience on a
journey that leads to a
statement of the original
tune at m. 118. Everyone
gets the melody at some
point. After a
chorale-like section, the
composition returns to
the fast and upbeat
sounds of the beginning.
Your musicians and
audience will love this
unique version of this
old-time favorite. When
performing this piece,
start dark and mysterious
and let the sounds
crescendo through the
introduction all the way
to m. 21, the first
statement of the hymn.
Make sure you keep the
tempo moving so the
arrangement does not lose
excitement. Keep the
flute duet, and later the
trumpet duet, nice and
light. At m. 118, play a
little slower and in a
standard chorale style,
being careful to let the
flute and oboe voices be
heard. Let the low voices
have the reins at m. 126
as they play the melody.
Pick the tempo back up to
the original tempo at m.
145 and push to the end.
The main thing is to
match articulation
throughout the band--at
the beginning and at the
end, think light accents
and separation, and at
the chorale section at m.
118, more legato. Keeping
everyone on the same page
with articulation will be
the key to making a great
performance. This
setting of The First Noel
begins with a percussion
intro and dissonant
chords that lead to a
beautiful flute duet. The
melody is freely adapted
and at times, outright
changed, to give this
arrangement a very
different sound. Using
rhythmic motives, tone
clusters, altered
melodies and all the
sounds available for a
concert band, the piece
takes the audience on a
journey that leads to a
statement of the original
tune at m. 118. Everyone
gets the melody at some
point. After a
chorale-like section, the
composition returns to
the fast and upbeat
sounds of the beginning.
Your musicians and
audience will love this
unique version of this
old-time favorite.When
performing this piece,
start dark and mysterious
and let the sounds
crescendo through the
introduction all the way
to m. 21, the first
statement of the hymn.
Make sure you keep the
tempo moving so the
arrangement does not lose
excitement. Keep the
flute duet, and later the
trumpet duet,nice and
light. At m. 118, play a
little slower and in a
standard chorale style,
being careful to let the
flute and oboe voices be
heard. Let the low voices
have the reins at m. 126
as they play the melody.
Pick the tempo back up to
the original tempo at m.
145 and push to the end.
The main thing is to
matcharticulation
throughout the band--at
the beginning and at the
end, think light accents
and separation, and at
the chorale section at m.
118, more legato. Keeping
everyone on the same page
with articulation will be
the key to making a great
performance.
Flute SKU: HL.49045187 For Flute. Composed by Jean Guillou. Edited...(+)
Flute
SKU:
HL.49045187
For
Flute. Composed by
Jean Guillou. Edited by
Anna Mancini. This
edition: Saddle
stitching. Sheet music.
Woodwind Solo. Classical.
Softcover. Composed 2009.
Op. 74. 8 pages. Duration
6' 30''. Schott Music
#FTR227. Published by
Schott Music
(HL.49045187).
ISBN
9790001199902. UPC:
841886022546.
In
Impulso Jean Guillou
regards the flute as a
person who appears and
asks a short, yet
compelling question in
front of the public. This
question is followed by a
statement. And when the
question is asked again,
it is again followed by
this statement, and the
whole development of this
work happens through
increasingly precise
paraphrases to which new
ideas are added which are
presented like a lyrical
development and like a
constant
amplification.All
gestures, all attacks or
caresses of breath and
lips multiply only with
the aim of lending more
richness and more
substance as well as more
reason to this initial
question and statement.
With the weight given to
the more eloquent
deductions and
developments, the
discourse comes to an
end, while returning, as
if in conclusion, again
and again to this short
and final statement from
the beginning.Thus, the
impulse and breath of the
flute is expressed -
eloquent and passionate -
between paraphrase,
exposition and
clarification.
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.
Shlof, Mayn Kind.
Composed by Larry Clark.
Young String Orchestra
(YAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#YAS186F. Published by
Carl Fischer Music
(CF.YAS186F).
ISBN
9781491151884. UPC:
680160909384. 9 x 12
inches.
A stunning
and heart-wrenching
composition based on the
Jewish folk son Shlof,
Mayn Kind. You can
hear the emotional
content pour out of this
piece written in memory
of an outstanding
orchestra director. The
piece beginnings with
original material to set
the tone, followed by a
violin solo on the song.
It them develops through
a variety of different
harmonic presentation
before building to a nice
key change and climatic
moment. The piece ends as
it began, but with a more
hopeful tone. An amazing
piece. Sleep, My Child
was commissioned by the
Madison Middle School
Band and Orchestra in
Tampa, Florida, and is
dedicated to the memory
of their Director of
Orchestras Kevin Frye.
Director of Bands Chris
Shultz championed the
commissioning of this
piece to honor Kevin
after he passed away in
December 2016. Mr. Frye
was a beloved member of
the staff at Madison
Middle as well as the
music community of Tampa
and the state of
Florida. I was a
personal friend of
Kevin’s. We were
in several musical groups
together when we were
young that were formative
to both of our musical
careers. I also
guest-conducted his
Madison Middle School
Orchestra several times
over the past four years.
His musicianship,
teaching skills and love
for his students were
exemplary.When taking on
the challenge of writing
a piece to honor
Kevin’s legacy,
Mr. Shultz and I decided
to try and include
several important aspects
of Kevin’s life
into the piece. Kevin was
proudly Jewish, a
fantastic trumpet player
and loved Jazz. With that
in mind, and after a lot
of research, a Jewish
folk song Shlof, Mayn
Kind was selected as the
basis for the piece, not
to be religious, but to
honor his faith and
heritage. Plus it is a
beautiful song and I felt
the title reflected the
sentiment I was looking
to express, which is of
someone taking rest after
a long battle with
illness, so a lullaby
seemed appropriate.I also
wanted to incorporate
Jazz into the piece, but
in a concert setting, so
you will hear as the
piece develops, the
harmonies of the folk
song expand into ones
found more commonly in
Jazz compositions.Â
Not in a far out way, but
in a subtle way to again
honor this part of his
life. For example the
climactic moment of the
piece at the fermata in
m. 57 is a Dbmaj9#11
chord. It appropriately
give the piece the angst
that I was looking for at
this moment in the piece,
while honoring the
importance of Jazz in
Kevin’s musical
life.The piece was also
conceived to include both
the Madison band and
orchestra in the
performance at the
premiere. I wanted the
pieces to work separately
by the band and
separately by the
orchestra, but I also
wanted them to be able to
play the piece together
to honor Kevin.The piece
begins with original
material designed to set
the mood of the piece
with a tempo/style
marking of pensive, but
also as material that I
used as connective
musical tissue between
statements of the folk
song. After this
introduction, the folk
song is presented by a
solo violin (or clarinet)
with orchestral
accompaniment in a simple
straight forward
presentation of the song.
This is followed by a
woodwind section
statement of the folk
song accompanied by muted
trumpets. During this
presentation the harmony
starts to expand with
more color notes in the
chords. The low brass are
added half way through
this statement to add
depth and lushness.The
introductory material
returns, but with some
angry hits in the lower
voices. This leads to a
full ensemble state of
new material that is used
to transition to the
climax of the piece, and
to build tension. After
the build, the piece
modulates to a shortened
statement of the folk
song with more advanced
harmonies and an active
counter line in the
violas, horns, saxes and
first clarinets to
further build the
tension. This tension
is released at the
fermata in m. 57 as
mentioned above. After a
thoughtful pause, the
piece concludes with a
completion of the folk
song again with a solo
violin (or clarinet)
followed by a return of
the introductory material
to tie the piece
together. The piece ends
hopeful, with a solo
trumpet (Kevin’s
instrument) that is
dissonant at first, but
then resolves as if to
say, Everything will be
OK! It has been my
distinct honor to have
been asked to write this
piece in Kevin’s
memory! I hope that in
some small way the piece
helps to bring comfort to
his family, students,
colleagues and to all
those that knew
him!–Larry
ClarkLakeland, FLÂ
2017.
About Carl
Fischer Young String
Orchestra
Series
Thi
s series of Grade 2/Grade
2.5 pieces is designed
for second and third year
ensembles. The pieces in
this series are
characterized
by: --Occasionally
extending to third
position --Keys
carefully considered for
appropriate
difficulty --Addition
of separate 2nd violin
and viola
parts --Viola T.C.
part
included --Increase
in independence of parts
over beginning levels
Character Orchestre à Cordes - Débutant Carl Fischer
Orchestra String Orchestra - Grade 1.5-2 SKU: CF.FAS21 Composed by Larry ...(+)
Orchestra String
Orchestra - Grade 1.5-2
SKU: CF.FAS21
Composed by Larry Clark.
Edited by Amy Rosen. SWS
- FS. Carl Fischer First
Plus String Orchestra
Series. Classical. Score
and Parts. With Standard
notation. 8+8+2+5+5+5+2+8
pages. Carl Fischer Music
#FAS21. Published by Carl
Fischer Music (CF.FAS21).
ISBN 9780825853067.
UPC: 798408053062. 8.5 X
11 inches. Key: B
minor.
Characte
r was composed to
introduce young string
players to contemporary
harmonic techniques while
still being within the
technical limitations of
the developing student.
Quartal and quintal
harmonies open the
composition with a
fanfare gesture that ties
the piece together. This
is followed by an
ostinato in the first
violins that contains a
tricky figuration between
G and A that will work
the pinky finger on the
D-string. Players who are
not capable of
maneuvering their pinky
at this brisk tempo
should play the lower
part. The main theme is
given to the inner voice
for a change! After the
main theme there is a
development section that
combines fragments of the
fanfare material with
fragments of the main
theme. A grand pause and
then a stronger statement
of the main theme then
follow this with the
first violins up an
octave. The piece is then
completed with a short
coda containing fragments
of the ostinato and
fanfare material. It
feels natural for the
tempo to speed up
slightly at this point in
the piece. As with all of
my pieces at this level,
the tempo is merely a
suggestion and should be
adjusted slower or faster
to fit the needs of your
students and the
performance situation. 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 New York, NY
2003. Character was
composed to introduce
young string players to
contemporary harmonic
techniques while still
being within the
technical limitations of
the developing student.
Quartal and quintal
harmonies open the
composition with a
fanfare gesture that ties
the piece together. This
is followed by an
ostinato in the first
violins that contains a
tricky figuration between
G and A that will work
the pinky finger on the
D-string. Players who are
not capable of
maneuvering their pinky
at this brisk tempo
should play the lower
part. The main theme is
given to the inner voice
for a change! After the
main theme there is a
development section that
combines fragments of the
fanfare material with
fragments of the main
theme. A grand pause and
then a stronger statement
of the main theme then
follow this with the
first violins up an
octave. The piece is then
completed with a short
coda containing fragments
of the ostinato and
fanfare material. It
feels natural for the
tempo to speed up
slightly at this point in
the piece. As with all of
my pieces at this level,
the tempo is merely a
suggestion and should be
adjusted slower or faster
to fit the needs of your
students and the
performance situation. 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 New York, NY
2003. Character was
composed to introduce
young string players to
contemporary harmonic
techniques while still
being within the
technical limitations of
the developing student.
Quartal and quintal
harmonies open the
composition with a
fanfare gesture that ties
the piece together. This
is followed by an
ostinato in the first
violins that contains a
tricky figuration between
G and A that will work
the pinky finger on the
D-string. Players who are
not capable of
maneuvering their pinky
at this brisk tempo
should play the lower
part. The main theme is
given to the inner voice
for a change! After the
main theme there is a
development section that
combines fragments of the
fanfare material with
fragments of the main
theme. A grand pause and
then a stronger statement
of the main theme then
follow this with the
first violins up an
octave. The piece is then
completed with a short
coda containing fragments
of the ostinato and
fanfare material. It
feels natural for the
tempo to speed up
slightly at this point in
the piece.As with all of
my pieces at this level,
the tempo is merely a
suggestion and should be
adjusted slower or faster
to fit the needs of your
students and the
performance situation.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 ClarkNew
York, NY 2003.
Band Bass Clarinet, Bass Drum, Bassoon, Bell Tree, Bells, Clarinet 1, Clarinet 2...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bell Tree,
Bells, Clarinet 1,
Clarinet 2, Crash
Cymbals, Euphonium,
Euphonium T.C., Flute,
Flute 2, Horn, Mallet
Percussion, Oboe,
Percussion 1, Percussion
2, Snare Drum, Suspended
Cymbal, Tam-tam, Timpani
and more. - Grade 2
SKU: CF.YPS208F
Shlof, Mayn Kind.
Composed by Larry Clark.
Young Band (YPS). Full
score. With Standard
notation. 12 pages. Carl
Fischer Music #YPS208F.
Published by Carl Fischer
Music (CF.YPS208F).
ISBN 9781491152966.
UPC:
680160910465.
A
stunning and
heart-wrenching
composition based on the
Jewish folk son Shlof,
Mayn Kind. You can
hear the emotional
content pour out of this
piece written in memory
of an outstanding
orchestra director. The
piece beginnings with
original material to set
the tone, followed by
a clarinet solo on the
song. It then develops
through a variety of
different harmonic
presentation before
building to a nice key
change and climatic
moment. The piece ends as
it began, but with a more
hopeful tone. An amazing
piece. Sleep, My Child
was commissioned by the
Madison Middle School
Band and Orchestra in
Tampa, Florida, and is
dedicated to the memory
of their Director of
Orchestras Kevin Frye.
Director of Bands Chris
Shultz championed the
commissioning of this
piece to honor Kevin
after he passed away in
December 2016. Mr. Frye
was a beloved member of
the staff at Madison
Middle as well as the
music community of Tampa
and the state of
Florida. I was a
personal friend of
Kevin’s. We were
in several musical groups
together when we were
young that were formative
to both of our musical
careers. I also guest
conducted his Madison
Middle School Orchestra
several times over the
past four years. His
musicianship, teaching
skills and love for his
students were
exemplary.When taking on
the challenge of writing
a piece to honor
Kevin’s legacy,
Mr. Shultz and I decided
to try and include
several important aspects
of Kevin’s life
into the piece. Kevin was
proudly Jewish, a
fantastic trumpet player
and loved Jazz. With that
in mind, and after a lot
of research, a Jewish
folk song Shlof, Mayn
Kind was selected as the
basis for the piece, not
to be religious, but to
honor his faith and
heritage. Plus it is a
beautiful song, and I
felt the title reflected
the sentiment I was
looking to express, which
is of someone taking rest
after a long battle with
illness. Thus, a lullaby
seemed appropriate.I also
wanted to incorporate
Jazz into the piece, but
in a concert setting, so
you will hear as the
piece develops, the
harmonies of the folk
song expand into ones
found more commonly in
Jazz compositions. Not
in a far out way, but in
a subtle way to again
honor this part of his
life. For example the
climactic moment of the
piece at the fermata in
m. 57 is a Dbmaj9#11
chord. It appropriately
give the piece the angst
that I was looking for at
this moment in the piece,
while honoring the
importance of Jazz in
Kevin’s musical
life.The piece was also
conceived to include both
the Madison band and
orchestra in the
performance at the
premiere. I wanted the
pieces to work separately
by the band and
separately by the
orchestra, but I also
wanted them to be able to
play the piece together
to honor Kevin.The piece
begins with original
material designed to set
the mood of the piece
with a tempo/style
marking of pensive, but
also as material that I
used as connective
musical tissue between
statements of the folk
song. After this
introduction, the folk
song is presented by a
solo violin (or clarinet)
with orchestral
accompaniment in a simple
straight forward
presentation of the song.
This is followed by a
woodwind section
statement of the folk
song accompanied by muted
trumpets. During this
presentation the harmony
starts to expand with
more color notes in the
chords. The low brass are
added half way through
this statement to add
depth and lushness.The
introductory material
returns, but with some
angry hits in the lower
voices. This leads to a
full ensemble state of
new material that is used
to transition to the
climax of the piece, and
to build tension. After
the build, the piece
modulates to a shortened
statement of the folk
song with more advanced
harmonies and an active
counter line in the
violas, horns, saxes and
first clarinets to
further build the
tension. This tension
is released at the
fermata in m. 57, as
mentioned above. After a
thoughtful pause, the
piece concludes with a
completion of the folk
song again with a solo
violin (or clarinet)
followed by a return of
the introductory material
to tie the piece
together. The piece ends
hopeful, with a solo
trumpet (Kevin’s
instrument) that is
dissonant at first, but
then resolves as if to
say - everything will be
OK! It has been my
distinct honor to have
been asked to write this
piece in Kevin’s
memory! I hope that in
some small way the piece
helps to bring comfort to
his family, students,
colleagues and to all
those that knew
him!–Larry
ClarkLakeland, FLÂ
2017.
Shlof,
Mayn Kind. Composed
by Larry Clark. Young
Band (YPS). Set of Score
and Parts. With Standard
notation.
8+2+4+4+2+2+5+2+2+4+4+4+6
+3+2+3+1+1+2+6+12 pages.
Duration 4 minutes, 31
seconds. Carl Fischer
Music #YPS208. Published
by Carl Fischer Music
(CF.YPS208).
ISBN
9781491152287. UPC:
680160909780. Key: D
minor.
A stunning
and heart-wrenching
composition based on the
Jewish folk son Shlof,
Mayn Kind. You can
hear the emotional
content pour out of this
piece written in memory
of an outstanding
orchestra director. The
piece beginnings with
original material to set
the tone, followed by
a clarinet solo on the
song. It then develops
through a variety of
different harmonic
presentation before
building to a nice key
change and climatic
moment. The piece ends as
it began, but with a more
hopeful tone. An amazing
piece. Sleep, My Child
was commissioned by the
Madison Middle School
Band and Orchestra in
Tampa, Florida, and is
dedicated to the memory
of their Director of
Orchestras Kevin Frye.
Director of Bands Chris
Shultz championed the
commissioning of this
piece to honor Kevin
after he passed away in
December 2016. Mr. Frye
was a beloved member of
the staff at Madison
Middle as well as the
music community of Tampa
and the state of
Florida. I was a
personal friend of
Kevin’s. We were
in several musical groups
together when we were
young that were formative
to both of our musical
careers. I also guest
conducted his Madison
Middle School Orchestra
several times over the
past four years. His
musicianship, teaching
skills and love for his
students were
exemplary.When taking on
the challenge of writing
a piece to honor
Kevin’s legacy,
Mr. Shultz and I decided
to try and include
several important aspects
of Kevin’s life
into the piece. Kevin was
proudly Jewish, a
fantastic trumpet player
and loved Jazz. With that
in mind, and after a lot
of research, a Jewish
folk song Shlof, Mayn
Kind was selected as the
basis for the piece, not
to be religious, but to
honor his faith and
heritage. Plus it is a
beautiful song, and I
felt the title reflected
the sentiment I was
looking to express, which
is of someone taking rest
after a long battle with
illness. Thus, a lullaby
seemed appropriate.I also
wanted to incorporate
Jazz into the piece, but
in a concert setting, so
you will hear as the
piece develops, the
harmonies of the folk
song expand into ones
found more commonly in
Jazz compositions. Not
in a far out way, but in
a subtle way to again
honor this part of his
life. For example the
climactic moment of the
piece at the fermata in
m. 57 is a Dbmaj9#11
chord. It appropriately
give the piece the angst
that I was looking for at
this moment in the piece,
while honoring the
importance of Jazz in
Kevin’s musical
life.The piece was also
conceived to include both
the Madison band and
orchestra in the
performance at the
premiere. I wanted the
pieces to work separately
by the band and
separately by the
orchestra, but I also
wanted them to be able to
play the piece together
to honor Kevin.The piece
begins with original
material designed to set
the mood of the piece
with a tempo/style
marking of pensive, but
also as material that I
used as connective
musical tissue between
statements of the folk
song. After this
introduction, the folk
song is presented by a
solo violin (or clarinet)
with orchestral
accompaniment in a simple
straight forward
presentation of the song.
This is followed by a
woodwind section
statement of the folk
song accompanied by muted
trumpets. During this
presentation the harmony
starts to expand with
more color notes in the
chords. The low brass are
added half way through
this statement to add
depth and lushness.The
introductory material
returns, but with some
angry hits in the lower
voices. This leads to a
full ensemble state of
new material that is used
to transition to the
climax of the piece, and
to build tension. After
the build, the piece
modulates to a shortened
statement of the folk
song with more advanced
harmonies and an active
counter line in the
violas, horns, saxes and
first clarinets to
further build the
tension. This tension
is released at the
fermata in m. 57, as
mentioned above. After a
thoughtful pause, the
piece concludes with a
completion of the folk
song again with a solo
violin (or clarinet)
followed by a return of
the introductory material
to tie the piece
together. The piece ends
hopeful, with a solo
trumpet (Kevin’s
instrument) that is
dissonant at first, but
then resolves as if to
say - everything will be
OK! It has been my
distinct honor to have
been asked to write this
piece in Kevin’s
memory! I hope that in
some small way the piece
helps to bring comfort to
his family, students,
colleagues and to all
those that knew
him!–Larry
ClarkLakeland, FLÂ
2017.
Shlof, Mayn Kind.
Composed by Larry Clark.
Young String Orchestra
(YAS). Set of Score and
Parts. With Standard
notation.
8+5+2+8+5+5+3+12 pages.
Duration 2018. Carl
Fischer Music #YAS186.
Published by Carl Fischer
Music (CF.YAS186).
ISBN 9781491151518.
UPC: 680160909018. 9 x 12
inches. Key: D
minor.
A stunning
and heart-wrenching
composition based on the
Jewish folk son Shlof,
Mayn Kind. You can
hear the emotional
content pour out of this
piece written in memory
of an outstanding
orchestra director. The
piece beginnings with
original material to set
the tone, followed by a
violin solo on the song.
It them develops through
a variety of different
harmonic presentation
before building to a nice
key change and climatic
moment. The piece ends as
it began, but with a more
hopeful tone. An amazing
piece. Sleep, My Child
was commissioned by the
Madison Middle School
Band and Orchestra in
Tampa, Florida, and is
dedicated to the memory
of their Director of
Orchestras Kevin Frye.
Director of Bands Chris
Shultz championed the
commissioning of this
piece to honor Kevin
after he passed away in
December 2016. Mr. Frye
was a beloved member of
the staff at Madison
Middle as well as the
music community of Tampa
and the state of
Florida. I was a
personal friend of
Kevin’s. We were
in several musical groups
together when we were
young that were formative
to both of our musical
careers. I also
guest-conducted his
Madison Middle School
Orchestra several times
over the past four years.
His musicianship,
teaching skills and love
for his students were
exemplary.When taking on
the challenge of writing
a piece to honor
Kevin’s legacy,
Mr. Shultz and I decided
to try and include
several important aspects
of Kevin’s life
into the piece. Kevin was
proudly Jewish, a
fantastic trumpet player
and loved Jazz. With that
in mind, and after a lot
of research, a Jewish
folk song Shlof, Mayn
Kind was selected as the
basis for the piece, not
to be religious, but to
honor his faith and
heritage. Plus it is a
beautiful song and I felt
the title reflected the
sentiment I was looking
to express, which is of
someone taking rest after
a long battle with
illness, so a lullaby
seemed appropriate.I also
wanted to incorporate
Jazz into the piece, but
in a concert setting, so
you will hear as the
piece develops, the
harmonies of the folk
song expand into ones
found more commonly in
Jazz compositions.Â
Not in a far out way, but
in a subtle way to again
honor this part of his
life. For example the
climactic moment of the
piece at the fermata in
m. 57 is a Dbmaj9#11
chord. It appropriately
give the piece the angst
that I was looking for at
this moment in the piece,
while honoring the
importance of Jazz in
Kevin’s musical
life.The piece was also
conceived to include both
the Madison band and
orchestra in the
performance at the
premiere. I wanted the
pieces to work separately
by the band and
separately by the
orchestra, but I also
wanted them to be able to
play the piece together
to honor Kevin.The piece
begins with original
material designed to set
the mood of the piece
with a tempo/style
marking of pensive, but
also as material that I
used as connective
musical tissue between
statements of the folk
song. After this
introduction, the folk
song is presented by a
solo violin (or clarinet)
with orchestral
accompaniment in a simple
straight forward
presentation of the song.
This is followed by a
woodwind section
statement of the folk
song accompanied by muted
trumpets. During this
presentation the harmony
starts to expand with
more color notes in the
chords. The low brass are
added half way through
this statement to add
depth and lushness.The
introductory material
returns, but with some
angry hits in the lower
voices. This leads to a
full ensemble state of
new material that is used
to transition to the
climax of the piece, and
to build tension. After
the build, the piece
modulates to a shortened
statement of the folk
song with more advanced
harmonies and an active
counter line in the
violas, horns, saxes and
first clarinets to
further build the
tension. This tension
is released at the
fermata in m. 57 as
mentioned above. After a
thoughtful pause, the
piece concludes with a
completion of the folk
song again with a solo
violin (or clarinet)
followed by a return of
the introductory material
to tie the piece
together. The piece ends
hopeful, with a solo
trumpet (Kevin’s
instrument) that is
dissonant at first, but
then resolves as if to
say, Everything will be
OK! It has been my
distinct honor to have
been asked to write this
piece in Kevin’s
memory! I hope that in
some small way the piece
helps to bring comfort to
his family, students,
colleagues and to all
those that knew
him!–Larry
ClarkLakeland, FLÂ
2017.
About Carl
Fischer Young String
Orchestra
Series
Thi
s series of Grade 2/Grade
2.5 pieces is designed
for second and third year
ensembles. The pieces in
this series are
characterized
by: --Occasionally
extending to third
position --Keys
carefully considered for
appropriate
difficulty --Addition
of separate 2nd violin
and viola
parts --Viola T.C.
part
included --Increase
in independence of parts
over beginning levels
Doodlin' Big band [Conducteur et Parties séparées] - Intermédiaire Jazz Lines Publications
Recorded by Dizzy Gillespie. Edited by Dylan Canterbury, Rob DuBoff, and ...(+)
Recorded by Dizzy
Gillespie. Edited by
Dylan Canterbury, Rob
DuBoff, and Jeffrey
Sultanof. Arranged by
Ernie Wilkins. Jazz,
Swing. Score and parts.
Published by Jazz Lines
Publications
(JL.JLP-7318).
Concert Band - Grade 2 SKU: BT.CMP-0622-02-140 Composed by Timothy Johnso...(+)
Concert Band - Grade 2
SKU:
BT.CMP-0622-02-140
Composed by Timothy
Johnson. Praise and
Adoration Series. Hymns &
Chorals. Score Only.
Composed 2002. 24 pages.
Curnow Music #CMP
0622-02-140. Published by
Curnow Music
(BT.CMP-0622-02-140).
Based on the
well-known hymn tune
'Lyons' this arrangement
begins with an energetic
statement of worship. The
middle section is
contemplative in nature,
representing the times
when a person is involved
in quiet, reverent
worship. The conclusion
returns to a dramatic,
joyful statement of the
hymn tune, ending with a
bold statement of
worship.
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.
Fanfare Band - Grade 3 SKU: BT.CMP-0010-95-020 Composed by Douglas Court....(+)
Fanfare Band - Grade 3
SKU:
BT.CMP-0010-95-020
Composed by Douglas
Court. Fanfare Band.
Concert Piece. Set (Score
& Parts). Composed 1995.
Curnow Music #CMP
0010-95-020. Published by
Curnow Music
(BT.CMP-0010-95-020).
Fanfare Band - Grade 3 SKU: BT.CMP-0010-95-120 Composed by Douglas Court....(+)
Fanfare Band - Grade 3
SKU:
BT.CMP-0010-95-120
Composed by Douglas
Court. Fanfare Band.
Concert Piece. Score
Only. Composed 1995.
Curnow Music #CMP
0010-95-120. Published by
Curnow Music
(BT.CMP-0010-95-120).