Composed by Bud Woodruff.
Young String Orchestra
(YAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#YAS179F. Published by
Carl Fischer Music
(CF.YAS179F).
ISBN
9781491151815. UPC:
680160909315. 9 x 12
inches. Key: F
major.
Bud Woodruff
presents The Cat Is in
the Kitchen, a
tongue-in-cheek style
piece with jazz
influences that students
enjoy playing. This
quirky piece is designed
to help students
successfully navigate
playing F-naturals and
B-flats. Bud Woodruff
draws on his lengthy
career as a string
educator to help students
overcome the challenges
in this piece.
I wrote The
Cat Is in the
Kitchen for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
KitchenA for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
A One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
A My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
KitchenA for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
A One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
A My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
Kitchen for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
. I wrote
The Cat Is in the Kitchen
for a group of very
talented young players
who, for some reason, did
not like Bb's, and
particularly Bb's on the
G string ... especially
the cellos (who always
faithfully played them as
B naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished! One
will find that changing
the bowings will change
the accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved. My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results. I wrote The
Cat Is in the
Kitchen for a group of
very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission
accomplished! One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved. My kids
loved playing this piece,
and the audience enjoyed
hearing it. I trust you
will have the same
results.
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 Bud Woodruff.
Young String Orchestra.
Set of Score and Parts.
With Standard notation.
8+8+5+2+5+5+3+12 pages.
Duration 2 minutes, 18
seconds. Carl Fischer
Music #YAS179. Published
by Carl Fischer Music
(CF.YAS179).
ISBN
9781491151440. UPC:
680160908943. 9 x 12
inches. Key: C
major.
Bud Woodruff
presents The Cat Is in
the Kitchen, a
tongue-in-cheek style
piece with jazz
influences that students
enjoy playing. This
quirky piece is designed
to help students
successfully navigate
playing F-naturals and
B-flats. Bud Woodruff
draws on his lengthy
career as a string
educator to help students
overcome the challenges
in this piece.
I wrote The
Cat Is in the
Kitchen for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
KitchenA for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
A One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
A My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
KitchenA for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
A One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
A My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
.
I wrote The
Cat Is in the
Kitchen for a group
of very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished!
One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved.
My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results.
. I wrote
The Cat Is in the Kitchen
for a group of very
talented young players
who, for some reason, did
not like Bb's, and
particularly Bb's on the
G string ... especially
the cellos (who always
faithfully played them as
B naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission accomplished! One
will find that changing
the bowings will change
the accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved. My kids loved
playing this piece, and
the audience enjoyed
hearing it. I trust you
will have the same
results. I wrote The
Cat Is in the
Kitchen for a group of
very talented young
players who, for some
reason, did not like
Bb's, and particularly
Bb's on the G string ...
especially the cellos
(who always faithfully
played them as B
naturals). They bore no
great love for F
naturals, either. So this
piece is full of both.
Since the students liked
the sound of the piece,
they overcame their
dislikes, and all was
just fine in the end ...
mission
accomplished! One will
find that changing the
bowings will change the
accents, too, and the
flavor of the piece will
be lost. Without a doubt,
there is a jazz
influence, and the piece
will be easier to teach
if you approach it from
that angle. Have the
class work on m. 18 until
everyone can play it
ease. Then add m. 19 for
the upper strings, and
90% of any issues the
bowings may present will
be solved. My kids
loved playing this piece,
and the audience enjoyed
hearing it. I trust you
will have the same
results.
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
Voice(s) with various inst. SKU: BR.DV-9502 Urtext. Composed by Ge...(+)
Voice(s) with various
inst.
SKU:
BR.DV-9502
Urtext. Composed
by Georg Philipp
Telemann. Edited by Wolf
Hobohm. Voice; Softcover.
Deutscher Verlag. Baroque
period. Score. 24 pages.
Deutscher Verlag fur
Musik #DV 9502. Published
by Deutscher Verlag fur
Musik (BR.DV-9502).
ISBN 9790200490886. 9
x 12 inches. German /
English.
Cantatas
for secular occasions
repeatedly stimulated
Telemann's sparkling wit
and humor. In The
Schoolmaster, for
example, he depicted a
puffed-up cantor
lecturing his class; in
the Cantata to a Canary
Bird, he evoked the
painful loss of a little
feathered friend; and in
the cantata The Women's
Order TWV 20:49 he
portrayed a young bride
who looks forward to her
future married life with
joyful anticipation. The
text, at times drastic
and coarse, is set to
carefree, joyous music
and is guaranteed to
provoke chuckles. While
some of the arias are
restrained and operatic,
others are joyful and
exuberant. Between them,
our interest is secured
by the short recitatives
and, above all, by the
lullaby. Telemann
masterfully yet
mischievously underlines
and elucidates certain
textual passages with the
music. There are a wealth
of surprising little
effects which are always
a delight. They show that
this work was no doubt
conceived as a serenade
for a wedding ceremony,
whereby one can assume
that the performers acted
out their parts during
the performance.
The Sacred Flute Flûte traversière et Piano [Reduction] Theodore Presser Co.
By Martin Luther; Rowland H. Prichard; Wolfgang Amadeus Mozart; Anonymous; Anton...(+)
By Martin Luther; Rowland
H. Prichard; Wolfgang
Amadeus Mozart;
Anonymous; Antonin
Dvorak; Charles F.
Gounod; Franz Schubert;
Hans Leo Hassler; Johann
Pachelbel; Johann
Sebastian Bach. Edited by
Steven L Rosenhaus;
William Arms Fisher.
Arranged by Johann
Sebastian Bach; Steven L
Rosenhaus. For Flute
Solo, Piano. Classical.
Solo part with piano
reduction. Composed 1999.
32 pages. Published by
Theodore Presser Company.
Royal Coronation Dances Orchestre d'harmonie [Conducteur et Parties séparées] - Facile Manhattan Beach Music
Concert band - Grade 3 SKU: MH.1-59913-054-8 Composed by Bob Margolis. Su...(+)
Concert band - Grade 3
SKU:
MH.1-59913-054-8
Composed by Bob Margolis.
Suitable for advanced
middle school, high
school, community and
college bands. Conductor
score and set of parts.
Duration 4:45. Published
by Manhattan Beach Music
(MH.1-59913-054-8).
ISBN
9781599130545.
Roya
l Coronation Dances is
the first sequel to the
Fanfare Ode & Festival,
both being settings of
dance music originally
arranged by Gervaise in
the mid 16th-century (the
next sequel is The
Renaissance Fair, which
uses music of Susato and
Praetorius). Fanfare Ode
& Festival has been
performed by many tens of
thousands of students,
both in high school and
junior high school. I
have heard that some of
them are amazed that the
music they are playing
was first played and
danced to over 400 years
ago. Some students tend
to think that music
started with Handel and
his Messiah to be
followed by Beethoven and
his Fifth Symphony, with
naught in between or
before of consequence.
Although Royal Coronation
Dances is derived from
the same source as
Fanfare Ode & Festival,
they are treated in
different ways. I
envisioned this new suite
programmatically -- hence
the descriptive movement
titles, which I imagined
to be various dances
actually used at some
long-ago coronation. The
first movement depicts
the guests, both noble
and common, flanked by
flag and banner bearers,
arriving at the palace to
view the majestic event.
They are festive, their
flags swirling the air,
their cloaks brightly
colored. In the second
movement, the queen in
stately measure moves to
take her place on the
throne as leader and
protector of the realm.
In the third movement,
the jesters of the court
entertain the guests with
wild games of sport.
Musically, there are
interesting sonorities to
recreate. Very special
attention should be given
to the tambourine/tenor
drum part in the first
movement. Their lively
rhythms give the movement
its power. Therefore they
should be played as
distinctly and
brilliantly as possible.
The xylophone and
glockenspiel add clarity,
but must not be allowed
to dominate. Observe
especially the differing
dynamics; the intent is
to allow much buzzing
bass to penetrate. The
small drum (starting at
meas. 29) should be
played expressively, with
attention to the notated
articulations, with the
brass light and detached,
especially in a lively
auditorium. It is of some
further interest that the
first dance is extremely
modal. The original is
clearly in G mixolydian
mode (scale:
G-A-B-C-D-E-F-G).
However, other editors
might put in F-sharps in
many places (changing the
piece almost to G major),
in the belief that such
ficta would have been
automatically put in by
the 16th-century
performers as they
played. I doubt it. I
have not only eschewed
these within the work,
but even at the cadences.
So this arrangement is
most distinctly modal
(listen to the F-naturals
in meas. 22 and 23, for
instance), with all the
part-writing as Gervaise
wrote it. In the second
movement, be careful that
things do not become too
glued together. In the
16th century this music
might have been played by
a consort of recorders,
instruments very light of
touch and sensitive to
articulation. Concert
band can easily sound
heavy, and although this
movement has been scored
for tutti band, it must
not sound it. It is
essential, therefore,
that you hear all the
instruments, with none
predominating. Only when
each timbre can be heard
separately and
simultaneously will the
best blend occur, and
consequently the greatest
transparency. So aim for
a transparent, spacious
tutti sound in this
movement. Especially have
the flutes, who do this
so well, articulate
rather sharply, so as to
produce a chiffing sound,
and do not allow the
quarter-notes to become
too tied together in the
entire band. The entrance
of the drums (first
tenor, then bass) are
events and as such should
be audible. Incidentally,
this movement begins in F
Major and ends in D
Minor: They really didn't
care so much about those
things then. The third
movement (one friend has
remarked that it is the
most Margolisian of the
bunch, but actually I am
just getting subtler, I
hope) again relies upon
the percussion (and the
scoring) to make its
points. Xylophone in this
movement is meant to be
distinctly audible.
Therefore, be especially
sure that the xylophone
player is secure in the
part, and also that the
tambourine and toms sound
good. This movement must
fly or it will sink, so
rev up the band and
conduct it in 1 for this
mixolydian jesting. I
suppose the wildly
unrelated keys (clarinets
and then brass at the
end) would be a good
16th-century joke, but to
us, our
put-up-the-chorus-a-half-
step ears readily accept
such shenanigans.
Ensemble instrumentation:
1 Full Score, 1 Piccolo,
4 Flute 1, 4 Flute 2 & 3,
2 Oboe 1 & 2, 2 Bassoon 1
& 2, 1 Eb Clarinet, 4 Bb
Clarinet 1, 4 Bb Clarinet
2, 4 Bb Clarinet 3, 2 Eb
Alto Clarinet, 1 Eb
Contra Alto Clarinet, 3
Bb Bass & Bb Contrabass
Clarinet, 2 Eb Alto
Saxophone 1, 2 Eb Alto
Saxophone 2, 2 Bb Tenor
Saxophone, 2 Eb Baritone
Saxophone, 3 Bb Trumpet
1, 3 Bb Trumpet 2, 3 Bb
Trumpet 3, 4 Horn in F 1
& 2, 2 Trombone 1, 4
Trombone 2 & 3, 3
Euphonium (B.C.), 2
Euphonium (T.C.), 4 Tuba,
1 String Bass, 1 Timpani
(optional), 2 Xylophone &
Glockenspiel, 5
Percussion.
Composed
by Zachary Cairns. Sws.
Yps. Full score. 24
pages. Duration 4
minutes, 48 seconds. Carl
Fischer Music #YPS217F.
Published by Carl Fischer
Music (CF.YPS217F).
ISBN 9781491156551.
UPC: 680160915095. 9 x 12
inches.
Hope
Remains Within was
commissioned by and
composed for the Mount
Nittany Middle School 7th
and 8th Grade Concert
Bands. Having heard the
students of Mount Nittany
perform another work of
mine, I was very excited
when their director,
Johanna Steinbacher,
approached me about
writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn't exactly sure
how, or what. Johanna
talked to some of her
students and learned
that, in 7th grade, the
students spend a good
deal of time studying
mythology in their
English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora. As
such, I decided to use
that story as the basis
of this composition. Hope
Remains Within doesn't
attempt to re-tell the
story, event by event, in
musical terms. Instead,
my goal was to address
what seems to be one of
the central issues of the
Pandora myth. Though
there are some
variations, we probably
all know the basics as
told by the ancient Greek
poet Hesiod. Zeus decides
to punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus's brother
Epimetheus as a bride.
Pandora is herself given
a jar (according to many
sources, jar seems to be
a more accurate
translation for what we
commonly call Pandora's
box) which contained
numerous evils, diseases,
and other pains. Out of
curiosity, Pandora opens
the jar and releases all
of these evils into the
world. But one thing
remains in the jar: hope.
The issue of hope seems
to be one of the big
interpretive questions of
the Pandora myth. Why
does hope remain within
the jar? Why doesn't it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place? I'm not enough of
a mythological scholar to
claim to have definitive
answers to those
questions, but these are
the questions that I've
tried to engage from a
musical perspective in
Hope Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed. Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope's
beginning played by alto
saxophones and chimes,
comes from the opening
measures of Skyrabin's
work. Given the important
role that Prometheus
plays in the Pandora
myth, this seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key. Additionally,
I have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the piece's
slow opening, I have
allowed these minor key
pitches to mingle freely
within the Bb major
tonality, adding extra
color and (I hope!)
beauty. As the piece
progresses, though, the
tempo increases, and we
lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn't
resist.). Hope Remains
Within was commissioned
by and composed for the
Mount Nittany Middle
School 7th and 8th Grade
Concert Bands. Having
heard the students of
Mount Nittany perform
another work of mine, I
was very excited when
their director, Johanna
Steinbacher, approached
me about writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn’t
exactly sure how, or
what. Johanna talked to
some of her students and
learned that, in 7th
grade, the students spend
a good deal of time
studying mythology in
their English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora.As such,
I decided to use that
story as the basis of
this composition. Hope
Remains Within
doesn’t attempt to
re-tell the story, event
by event, in musical
terms. Instead, my goal
was to address what seems
to be one of the central
issues of the Pandora
myth. Though there are
some variations, we
probably all know the
basics as told by the
ancient Greek poet
Hesiod. Zeus decides to
punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus’s
brother Epimetheus as a
bride. Pandora is herself
given a jar (according to
many sources,
“jar†seems
to be a more accurate
translation for what we
commonly call
“Pandora’s
boxâ€) which
contained numerous evils,
diseases, and other
pains. Out of curiosity,
Pandora opens the jar and
releases all of these
evils into the world. But
one thing remains in the
jar: hope.The issue of
hope seems to be one of
the big interpretive
questions of the Pandora
myth. Why does hope
remain within the jar?
Why doesn’t it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place?I’m not
enough of a mythological
scholar to claim to have
definitive answers to
those questions, but
these are the questions
that I’ve tried to
engage from a musical
perspective in Hope
Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed.Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope’s
beginning played by alto
saxophones and chimes,
comes from the opening
measures of
Skyrabin’s work.
Given the important role
that Prometheus plays in
the Pandora myth, this
seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key.Additionally, I
have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the
piece’s slow
opening, I have allowed
these minor key pitches
to mingle freely within
the Bb major tonality,
adding extra color and (I
hope!) beauty. As the
piece progresses, though,
the tempo increases, and
we lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn’t
resist.).
Composed by
Zachary Cairns. Folio.
Yps. Set of Score and
Parts.
8+8+4+8+8+4+2+6+4+4+4+8+8
+8+8+6+6+6+4+6+4+2+2+4+6+
10+24 pages. Duration 4
minutes, 48 seconds. Carl
Fischer Music #YPS217.
Published by Carl Fischer
Music (CF.YPS217).
ISBN 9781491156544.
UPC: 680160915088. 9 x 12
inches.
Hope
Remains Within was
commissioned by and
composed for the Mount
Nittany Middle School 7th
and 8th Grade Concert
Bands. Having heard the
students of Mount Nittany
perform another work of
mine, I was very excited
when their director,
Johanna Steinbacher,
approached me about
writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn't exactly sure
how, or what. Johanna
talked to some of her
students and learned
that, in 7th grade, the
students spend a good
deal of time studying
mythology in their
English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora. As
such, I decided to use
that story as the basis
of this composition. Hope
Remains Within doesn't
attempt to re-tell the
story, event by event, in
musical terms. Instead,
my goal was to address
what seems to be one of
the central issues of the
Pandora myth. Though
there are some
variations, we probably
all know the basics as
told by the ancient Greek
poet Hesiod. Zeus decides
to punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus's brother
Epimetheus as a bride.
Pandora is herself given
a jar (according to many
sources, jar seems to be
a more accurate
translation for what we
commonly call Pandora's
box) which contained
numerous evils, diseases,
and other pains. Out of
curiosity, Pandora opens
the jar and releases all
of these evils into the
world. But one thing
remains in the jar: hope.
The issue of hope seems
to be one of the big
interpretive questions of
the Pandora myth. Why
does hope remain within
the jar? Why doesn't it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place? I'm not enough of
a mythological scholar to
claim to have definitive
answers to those
questions, but these are
the questions that I've
tried to engage from a
musical perspective in
Hope Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed. Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope's
beginning played by alto
saxophones and chimes,
comes from the opening
measures of Skyrabin's
work. Given the important
role that Prometheus
plays in the Pandora
myth, this seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key. Additionally,
I have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the piece's
slow opening, I have
allowed these minor key
pitches to mingle freely
within the Bb major
tonality, adding extra
color and (I hope!)
beauty. As the piece
progresses, though, the
tempo increases, and we
lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn't
resist.). Hope Remains
Within was commissioned
by and composed for the
Mount Nittany Middle
School 7th and 8th Grade
Concert Bands. Having
heard the students of
Mount Nittany perform
another work of mine, I
was very excited when
their director, Johanna
Steinbacher, approached
me about writing a piece
specifically for them. I
knew right away that I
wanted to write something
that would tie in with
their non-music
curriculum in some way,
but I wasn’t
exactly sure how, or
what. Johanna talked to
some of her students and
learned that, in 7th
grade, the students spend
a good deal of time
studying mythology in
their English class. In
particular, two clarinet
students mentioned how
much they enjoyed the
story of Pandora.As such,
I decided to use that
story as the basis of
this composition. Hope
Remains Within
doesn’t attempt to
re-tell the story, event
by event, in musical
terms. Instead, my goal
was to address what seems
to be one of the central
issues of the Pandora
myth. Though there are
some variations, we
probably all know the
basics as told by the
ancient Greek poet
Hesiod. Zeus decides to
punish Prometheus for
stealing fire from heaven
and giving it to humans.
He and the other gods
create Pandora, a
beautiful and deceitful
woman, and they give her
to Prometheus’s
brother Epimetheus as a
bride. Pandora is herself
given a jar (according to
many sources,
“jar†seems
to be a more accurate
translation for what we
commonly call
“Pandora’s
boxâ€) which
contained numerous evils,
diseases, and other
pains. Out of curiosity,
Pandora opens the jar and
releases all of these
evils into the world. But
one thing remains in the
jar: hope.The issue of
hope seems to be one of
the big interpretive
questions of the Pandora
myth. Why does hope
remain within the jar?
Why doesn’t it
come out of the jar to
help humanity? Is hope
being held on a pedestal
of some sort? Is hope
deliberately withheld
from humanity? Why was
hope in the jar with all
those evils in the first
place?I’m not
enough of a mythological
scholar to claim to have
definitive answers to
those questions, but
these are the questions
that I’ve tried to
engage from a musical
perspective in Hope
Remains Within. I
encourage the students
and listeners to consider
their own ideas of what
hope is, and where you
can find your own hope
when needed.Musically,
Hope Remains Within draws
one of its main themes
from the Prometheus
Symphony by Alexander
Skryabin (Scriabin). The
note sequence F-D-Gb -F,
heard near Hope’s
beginning played by alto
saxophones and chimes,
comes from the opening
measures of
Skyrabin’s work.
Given the important role
that Prometheus plays in
the Pandora myth, this
seemed like an
appropriate musical
gesture to quote. This
Prometheus motive is
varied throughout the
course of the piece, and
even provides closure at
the end, recast in a
major key.Additionally, I
have tried to involve a
manageable amount of
chromaticism in this
piece. I have worked from
the key of Bb major, no
doubt familiar to every
student who has ever
played an instrument in a
band. But I have added
three extra notes: Db,
Gb, and Ab, which are
drawn from the key of Bb
minor. During the
piece’s slow
opening, I have allowed
these minor key pitches
to mingle freely within
the Bb major tonality,
adding extra color and (I
hope!) beauty. As the
piece progresses, though,
the tempo increases, and
we lose sense of the Bb
major key entirely, and
these extra notes play a
more important role. But
finally, Bb major returns
triumphantly and all the
extra notes are gone,
except for a brief memory
near the very end. (Ok,
there are a couple of
E-naturals that sneak in
there along the way. I
couldn’t
resist.).
Orchestra - all SKU: PR.816600040 Composed by Wolfgang Amadeus Mozart. CD...(+)
Orchestra - all
SKU:
PR.816600040
Composed
by Wolfgang Amadeus
Mozart. CD Sheet Music
(Version 1). Full Scores
to all of the major works
for orchestra by Mozart -
parts not included.
Classical Period. CD
Sheet Music. 2000
printable pages.
Published by Theodore
Presser Company
(PR.816600040).
UPC:
680160600045. 5.5x5
inches.
This disk
contains study scores of
all 41 of Mozart's
Symphonies, as well as
Concertos for Winds and
Strings (Piano Concertos
are on a companion
CD-ROM), Serenades, Opera
Overtures, Divertimentos,
and other works.
About CD Sheet
Music (Version
1)
CD
Sheet Music (Version 1)
was the initial CD Sheet
Music series distributed
by Theodore Presser. The
CDs include thousands of
pages of music that are
viewable and printable on
Mac or PC. Version 1
titles are a great value
at 40% off, as we make
room in our warehouse for
the newly enhanced CD
Sheet Music (Version 2.0)
series.
Composed by Howard Shore, edited by Bill Gallifor, Jeannette DeLisa. For F horn ...(+)
Composed by Howard Shore,
edited by Bill Gallifor,
Jeannette DeLisa. For F
horn solo. Includes horn
solo book and
accompaniment CD. With
standard notation.
Movies. 28 pages. 9x12
inches. Published by
Warner Brothers.
Composed by Muzio
Clementi. Arranged by
Douglas Townsend. Carl
Fischer Young String
Orchestra Series.
Classical. Full score.
With Standard notation.
12 pages. Carl Fischer
Music #YAS13F. Published
by Carl Fischer Music
(CF.YAS13F).
ISBN
9780825848339. UPC:
798408048334. 8.5 X 11
inches. Key: G
major.
IApart from
some of his Sonatinas,
Opus 36, Clementi's life
and music are hardly
known to the piano
teachers and students of
today. For example, in
addition to the above
mentioned Sonatinas,
Clementi wrote sixty
sonatas for the piano,
many of them unjustly
neglected, although his
friend Beethoven regarded
some of them very highly.
Clementi also wrote
symphonies (some of which
he arranged as piano
sonatas), a substantial
number of waltzes and
other dances for the
piano as well as sonatas
and sonatinas for piano
four-hands.In addition to
composing, Clementi was a
much sought after piano
teacher, and included
among his students John
Field (Father of the
'Nocturne'), and
Meyerbeer.In his later
years, Clementi became a
very successful music
publisher, publishing
among other works the
first English edition of
Beethoven's Violin
Concerto, in the great
composer's own
arrangement for the
piano, as well as some of
his string quartets.
Clementi was also one of
the first English piano
manufacturers to make
pianos with a metal frame
and string them with
wire.The Sonatina in C,
Opus 36, No. 1 was one of
six such works Clementi
wrote in 1797. He must
have been partial to
these little pieces (for
which he also provided
the fingerings), since
they were reissued
(without the fingering)
by the composer shortly
after 1801. About 1820,
he issued ''the sixth
edition, with
considerable improvements
by the author;· with
fingerings added and
several minor changes,
among which were that
many of them were written
an octave higher.IIIt has
often been said,
generally by those
unhampered by the facts,
that composers of the
past (and, dare we add,
the present?), usually
handled their financial
affairs with their public
and publishers with a
poor sense of business
acumen or common sense.
As a result they
frequently found
themselves in financial
straits.Contrary to
popular opinion, this was
the exception rather than
the rule. With the
exception of Mozart and
perhaps a few other
composers, the majority
of composers then, as
now, were quite
successful in their
dealings with the public
and their publishers, as
the following examples
will show.It was not
unusual for 18th- and
19th-century composers to
arrange some of their
more popular compositions
for different
combinations of
instruments in order to
increase their
availability to a larger
music-playing public.
Telemann, in the
introduction to his
seventy-two cantatas for
solo voice and one melody
instrument (flute, oboe
or violin, with the usual
continua) Der Harmonische
Gottesdienst, tor
example, suggests that if
a singer is not available
to perform a cantata the
voice part could be
played by another
instrument. And in the
introduction to his Six
Concertos and Six Suites
for flute, violin and
continua, he named four
different instrumental
combinations that could
perform these pieces, and
actually wrote out the
notes for the different
possibilities. Bach
arranged his violin
concertos for keyboard,
and Beethoven not only
arranged his Piano Sonata
in E Major, Opus 14, No.
1 for string quartet, he
also transposed it to the
key of F. Brahm's
well-known Quintet in F
Minor for piano and
strings was his own
arrangement of his
earlier sonata for two
pianos, also in F
Minor.IIIWe come now to
Clementi. It is well
known that some of his
sixty piano sonatas were
his own arrangements of
some of his lost
symphonies, and that some
of his rondos for piano
four-hands were
originally the last
movements of his solo
sonatas or piano trios.In
order to make the first
movement of his
delightful Sonatina in C,
Opus 36, No. 1 accessible
to young string players,
I have followed the
example established by
the composer himself by
arranging and transposing
one of his piano
compositions from one
medium (the piano) to
another. (string
instruments). In order to
simplify the work for
young string players, in
the process of adapting
it to the new medium it
was necessary to
transpose it from the
original key of C to G,
thereby doing away with
some of the difficulties
they would have
encountered in the
original key. The first
violin and cello parts
are similar to the right-
and left-hand parts of
the original piano
version. The few changes
I have made in these
parts have been for the
convenience of the string
players, but in no way do
they change the nature of
the music.Since the
original implied a
harmonic framework in
many places, I have added
a second violin and viola
part in such a way that
they not only have
interesting music to
play, but also fill in
some of the implied
harmony without in any
way detracting from the
composition's musical
value. Occasionally, it
has been necessary to
raise or lower a few
passages an octave or to
modify others slightly to
make them more accessible
for young players.It is
hoped that the musical
value of the composition
has not been too
compromised, and that
students and teachers
will come to enjoy this
little piece in its new
setting as much as
pianists have in the
original one. This
arrangement may also be
performed by a solo
string quartet. When
performed by a string
orchestra, the double
bass part may be
omitted.- Douglas
TownsendString editing by
Amy Rosen.
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
Hymns of the Church by Various. Arranged by Blaine Locheed. Marimba Solo - Unacc...(+)
Hymns of the Church by
Various. Arranged by
Blaine Locheed. Marimba
Solo - Unaccompanied. For
marimba solo (1 marimba
low A (optional low F and
c parts)). Level 3. Book.
Duration various time
durations. Published by
Innovative Percussion
Textbook - General. Essentials of Music Theory. General Theory. Instructional bo...(+)
Textbook - General.
Essentials of Music
Theory. General Theory.
Instructional book.
Introductory text,
instructional text,
musical examples and
glossary. 120 pages.
Published by Alfred Music
Publishing
Complete Self-Study Course. Composed by Andrew Surmani and Morton Manus. Referen...(+)
Complete Self-Study
Course. Composed by
Andrew Surmani and Morton
Manus. Reference
Textbooks; Textbook -
General; Theory.
Essentials of Music
Theory. Book and 2 CDs.
152 pages. Published by
Alfred Music
Composed
by Marten Jansson.
Stapled. Choral score. 28
pages. Baerenreiter
Verlag #BA07417_00.
Published by Baerenreiter
Verlag (BA.BA07417).
ISBN 9790006561469. 27
x 19 cm inches. Text
Language: Swedish,
English. Preface:
Jansson,
MÃ¥rten.
“I
asked my friend, the poet
Einar Askestad, if he
could write a poem for me
about love between father
and son, brothers and
God. I felt that these
forms of love are seldom
sung about. The poem
moved me greatly and I
have tried to put music
to these words which is
simple yet full of
beauty. In the four
movements of this
suite-like piece, various
aspects of these
relationships are
conveyed.†(Marten
Jansson)
â€
œMy music is my own and
I have never tried to be
original. That has always
been my motto and I have
only tried to use music
to express all the
feelings which life has
to offer. This has led
people to describe my
music as ‘so sad
that it sounds like birds
who have lost their
wings‘ but also as
‘the happiest
classical music that we
have ever
heard’. My
compositions are almost
all sacred. They express
not only my own faith but
also my appreciation and
respect for the timeless
texts that have been used
for centuries and
centuries.â€
MÃ¥rten Jansson (b.
1965), elected member of
the Föreningen svenska
tonsättare (the
Society of Swedish
Composers), graduated
from the Royal College of
Music, Stockholm (KHM)
with an MFA degree in
Music Education, Dalcroze
Eurhythmics and Voice.
For more than ten years
he was the music director
and conductor of
“Carmenâ€, one
of the most prominent
womens’ vocal
ensembles in Sweden. He
currently teaches choral
conducting and music
theory as well as giving
vocal tuition at the
Bolandgymnasiet and
Musikskolan in his home
town of Uppsala.
Flexible Ensemble SKU: HL.14035124 From the Four Seasons. By Nicho...(+)
Flexible Ensemble
SKU:
HL.14035124
From
the Four Seasons. By
Nicholas Hare. By Antonio
Vivaldi. Edited by
Nicholas Hare. Music
Sales America. Classical.
Set. Chester Music
#CH55900. Published by
Chester Music
(HL.14035124).
ISBN
9780711947597.
Kale
idoscope will save you
time! Do you spend hours
arranging music for odd
assortments of
instruments? Kaleidoscope
is specially arranged to
suit almost any
instrumental combination
and these varied
ensembles are easy and
enjoyable too. So much
scope for virtually any
combination of
instruments! The series
is successful with
recorders, guitars,
percussion and keyboard
as well as with
orchestral groupings.
Whether there are five or
fifty players, every
Kaleidoscope title will
work! Just make sure that
melody and keyboard parts
are included - all other
parts are optional.
Kaleidoscope is superb
value for money - each
set contains a score plus
around 50 parts, each one
carefully written to suit
the needs of each
instrument. For example,
easy string parts are in
first position only
whilst easy clarinet
parts take care to avoid
the break. There are more
demanding parts too, for
experienced players. To
help you choose the right
pieces for your players
we have given the key of
each Kaleidoscope in
brackets. The complete
performance option! These
super-flexible
arrangements of
well-known titles are a
must for every school.
Why not choose a theme
for your concert and
perform a selection of
Kaleidoscope show titles
and film themes or have
an evening of classical
favourites? In F. Edited
by Nicholas Hare.
Flexible Ensemble SKU: HL.14031580 By Nicholas Hare. By Rhet Stoller. Edi...(+)
Flexible Ensemble
SKU:
HL.14031580
By
Nicholas Hare. By Rhet
Stoller. Edited by
Nicholas Hare. Music
Sales America.
TV-Film-Musical-Show.
Set. Composed 2005.
Chester Music #CH55931.
Published by Chester
Music (HL.14031580).
ISBN
9780711947603.
Kale
idoscope will save you
time! Do you spend hours
arranging music for odd
assortments of
instruments? Kaleidoscope
is specially arranged to
suit almost any
instrumental combination
and these varied
ensembles are easy and
enjoyable too. So much
scope for virtually any
combination of
instruments! The series
is successful with
recorders, guitars,
percussion and keyboard
as well as with
orchestral groupings.
Whether there are five or
fifty players, every
Kaleidoscope title will
work! Just make sure that
melody and keyboard parts
are included - all other
parts are optional.
Kaleidoscope is superb
value for money - each
set contains a score plus
around 50 parts, each one
carefully written to suit
the needs of each
instrument. For example,
easy string parts are in
first position only
whilst easy clarinet
parts take care to avoid
the break. There are more
demanding parts too, for
experienced players. To
help you choose the right
pieces for your players
we have given the key of
each Kaleidoscope in
brackets. The complete
performance option! These
super-flexible
arrangements of
well-known titles are a
must for every school.
Why not choose a theme
for your concert and
perform a selection of
Kaleidoscope show titles
and film themes or have
an evening of classical
favourites? In F. Edited
by Nicholas Hare.
By Karen Farnum Surmani, Morton Manus, and Andrew Surmani. Textbook - General. E...(+)
By Karen Farnum Surmani,
Morton Manus, and Andrew
Surmani. Textbook -
General. Essentials of
Music Theory. Book. 40
pages. Published by
Alfred Publishing.
Songs for Children to Sing and Play. By Paul Nordoff. For Voice, Resonator Bells...(+)
Songs for Children to
Sing and Play. By Paul
Nordoff. For Voice,
Resonator Bells, Piano.
This edition: Volume 1.
Classical. Piano/Vocal
Score. 24 pages.
Published by Theodore
Presser Company.
Chamber Music organ SKU: PR.433400210 An Anthology Of Choral Preludes<...(+)
Chamber Music organ
SKU: PR.433400210
An Anthology Of Choral
Preludes. Composed by
A. Armsdorf, Dietrich
Buxtehude, F. Zachau,
Friedrich Marpurg, Georg
Boehm, Heinrich Bach,
Johann Bernhardt Bach,
Johann Hanff, Johann
Kittel, Johann Krebs,
Johann Oley, Johann
Pachelbel, Johann
Walther, Louis Bourgeois,
Theobald Boehm, and etc.
Edited by Carl
Pfatteicher Archibald
Davison. Arranged by
Anonymous, Johann Jeep,
Johann Sebastian Bach,
and Michael Praetorius.
Solo part. 184 pages.
Theodore Presser Company
#433-40021. Published by
Theodore Presser Company
(PR.433400210).
ISBN
9781491134221. UPC:
680160094271. Text:
Johann Walther; Martin
Luther; Michael Frank;
Seth Calvisius. Wolfgang
Dachstein, Michael Frank,
Martin Luther, Sethus
Calvisius, Johann
Walther.
Bass trombone or tuba and piano SKU: P2.80062 Composed by Johann Galliard...(+)
Bass trombone or tuba and
piano
SKU:
P2.80062
Composed by
Johann Galliard. Arranged
by Micah Everett. Solo
music, 18th century.
Published by Potenza
Music (P2.80062).
These settings
of the Galliard bassoon
sonatas grew out of a
perceived need for more
intermediate-early
advanced solo literature
for the bass trombone, as
well as more settings of
Baroque-period works for
that instrument. While
the sonatas are playable
on the bass trombone in
their original keys
(whether at pitch or down
one octave), by setting
them in lower keys I have
endeavored to make them
useful for developing
tone quality and
technique in the valve
register, while not going
so low that clarity and
facility might be
compromised (as can be
the case when playing in
the original keys down
one octave). The new keys
I have chosen for each of
the sonatas are closely
related to the original
ones, in every case down
a perfect fourth or
perfect fifth, so
something of the sound of
the original keys is
maintained. Other than
the key changes I have
made very few adjustments
to the intervals in the
solo or left hand
keyboard parts; in the
places where I have done
the most editing I have
provided cues for the
original intervals and/or
rhythms so that the
player can choose whether
to perform the simplified
part I have provided or
something closer to the
original. The new keys
(as well as copyright
considerations)
necessitated that I
provide entirely new
figured bass realizations
for the accompanist's
right hand. These are
entirely my own, though
in the early stages of
this project I did
consult with Professor
Stacy Rodgers, my
colleague and
collaborator at the
University of
Mississippi. I have
provided more than a
simple harmonic
accompaniment in my
realization; each
movement has a number of
short melodic passages to
provide interest in the
keyboard part for both
performer and listener.
Still, I have been
purposefully reserved in
writing these parts, and
in no case should the
keyboardist feel
obligated to strictly
adhere to the part as I
have written it. I have
left the figured bass in
the score so that the
performer can modify
and/or build upon what I
have provided,
particularly in the
repeats (as Professor
Rodgers did when playing
and recording one of the
sonatas with me). I have
labeled the accompaniment
part simply as keyboard
with the understanding
that these sonatas were
originally intended for
performance with
harpsichord (assisted by
cello or bassoon) or
organ, though I am sure
that the vast majority of
performances of these
arrangements will have
piano as the accompanying
instrument. My keyboard
part has thus been
written with that
instrument in mind. If
performing with
harpsichord assisted by
cello or bassoon those
players will need to make
adjustments in places
where the bass lines
extend below the ranges
of their instruments.
While I am confident that
my right hand part is a
faithful realization of
the harmonic structure
indicated by the
composer, no attempt has
been made either in my
keyboard realization or
in my light editing of
the solo part to adhere
to present scholarly
conventions regarding the
interpretation of early
music. I have constructed
these arrangements to
meet the needs of
twenty-first-century
student (and
professional) bass
trombonists, and thus I
have provided the
interpretive markings
which I believe will
yield the most pleasing
performances on that
instrument. That said, I
have sought to be modest
in my indications of
tempo, dynamics,
articulation, and
ornamentation, as these
sonatas will admit
varying interpretations
in those respects.
Performers and teachers
are welcome and
encouraged to experiment
in order to find the
interpretations which
they think most
effective. Although I
originally created these
arrangements with the
bass trombone in mind, I
am sure that they will
work equally well on
tuba. Due to range
considerations similar to
those I mentioned above
for the bass trombone,
they might be
particularly
better-suited to
performance on the F or
E-flat tubas than
previous editions of
these sonatas. I am
looking forward to using
these arrangements with
my students on both
instruments, and hope
that others will find
them useful, as well.