Vocal
Selections. Composed
by Shaina Taub. Vocal
Selections. Broadway.
Softcover. Published by
Hal Leonard (HL.1737924).
UPC:
196288288701.
Suffs
is the Tony
Award®-winning musical
that's making history on
Broadway! Crafted by the
supremely talented Shaina
Taub, she's shattered
ceilings by becoming the
first woman to
single-handedly snag Tony
Awards for both Best Book
and Best Score in the
same year. Beyond its
Tony Award® glory,
Suffs has clinched the
title of Best Musical
from the Outer Critics
Circle, bagged a pair of
Drama Desk Awards
including one for Best
Score, and it's been
hailed as the season's
most heart-stirring
musical by the Chicago
Tribune. This musical
dives into the lives of
the suffragist women,
affectionately known as
âSuffs.â These
women weren't just
intellectual giants in
their pursuit for the
voteâthey were
complex beings, marked by
their persistence, humor,
and the fiery passion
driving their cause.
Suffs unfolds the
tapestry of their
camaraderie, the setbacks
that tested them, and
showcases the push-pull
dynamics that either
united or divided them.
Venturing boldly into an
equality struggle that
echoes into today, Suffs
stands as a theatrical
behemoth, lauded by
Forbes as a
âmust-see,â and
a stirring nudge
reminding us that while
progress is within reach,
it's never a sure thing.
Make your voice heard
with our matching
songbook, featuring 15
songs from the exhuberant
score arranged for vocal
line with piano
accompaniment. Songs
include: Finish the Fight
⢠Great American
B**** ⢠How Long
⢠If We Were Married
⢠Keep Marching
⢠Let Mother Vote
⢠Lucy's Song â¢
The March (We Demand
Equality) ⢠Show
Them Who You Are â¢
Wait My Turn ⢠Worth
It ⢠and more.
Composed by Dan Welcher.
With Standard notation.
Duration 15 minutes.
Theodore Presser Company
#164-00261S. Published by
Theodore Presser Company
(PR.16400261S).
UPC:
680160038411.
Since
the bassoon is my own
instrument, many people
have asked me why I've
written so little for the
instrument. Beyond my
early Concerto Da Camera
for bassoon and small
orchestra, written for
Leonard Sharrow in 1975,
I've not written a single
piece that features the
bassoon as a solo vehicle
(though I have written
three woodwind quintets).
When I first began
composing seriously,
critics were quick to
point out that my
orchestral writing
revealed nothing of my
roots as a woodwind
player--and bassoonists
asked why my pieces
didn't have more bassoon
solos. Perhaps I was so
aware that people were
looking at me as a
bassoonist/composer that
I was determined to
remove that stigma. Now
that my transformation
from performer to
composer is complete,
however, it's time to
re-address my instrument.
I wanted this new piece
to be serious rather than
whimsical. The Wind Won't
Listen represents my
return to the bassoon as
the highly expressive,
poetic soul that it is.
As such, it
shouldn't come as a
surprise that the piece
is based on a poem, and
that the title of the
piece as well as both its
movement titles come from
lines in that poem. I
first read Beth Gylys'
poem Split at the
MacDowell Colony in the
summer of 2001, and it
made a big impression on
me. My personal life had
been ruptured by divorce
in the preceding year.
This poem, with its dry
insistence on observation
rather than feeling,
expressed the wrung-out
state of my emotions at
the time better than any
I had seen. I set it to
music, as a song,
immediately. In this
format, for voice and
piano, I was able to put
a musical note to every
word of the poem. The
first lines of the poem,
Everyone I know is
crying, or should be
crying, became a melody
that haunted me even
without the words.
The work for bassoon and
string quartet is an
outgrowth of the song.
The first movement is
labeled Romanza, and has
a loose formal arch
structure of A-B-C-B-A,
with B and C being fast
sections framed by the
lamenting A music. In
addition to hearing the
bassoon's first notes
attached to the lines
Everyone I know is
crying, there's a sense
of agitation, of loss, of
longing, and at times of
desperation in the music.
At one point, the opening
theme from Tristan even
appears in the strings.
The second
movement follows, without
a real pause--the
pizzicato final chords of
the first movement
becoming the increasingly
aggressive opening chords
of the second. The
recitative is actually a
foreshadowing of the
basic theme that will be
varied, again to the
words of the song: Life
makes itself without us.
Don't let me tell you how
it is. Go out. Look. The
recitative begins in an
anguished state, but
subsides into more gentle
singing by the end, when
it simply falls into an
ostinato 5/8-3/4 pattern
to begin the variations.
Marked Very steady tempo;
Dancing, this set of
variations consists of
three dances, each faster
than the previous. The
first, in the
aforementioned 5/8-3/4
meter, gives way to a 3/8
scherzo, which in turn
takes on a furious 2/4
scurrying motion. The
music becomes breathless,
almost pulse-less, and an
ethereal theme appears in
the violins while the
rushing music continues,
sotto voce in the
bassoon. This new theme
is also from the song:
Why do I do this? The
wind won't listen. The
bassoon re-states its
Everyone I know is crying
melody from the first
movement, and at length
the 5/8-3/4 music
returns, more subdued
this time. The piece ends
on a major-minor chord,
suspended. The
Wind Won't Listen is
dedicated to the man who
commissioned it,
bassoonist Steven
Dibner--who shares my
passion for poetry and
language. --Dan
Welcher.
Songs of the 1930s Piano, Voix et Guitare [Partition + Accès audio] Hal Leonard
(Decade Series Play-Along). Composed by Various. For Piano/Vocal/Guitar. Pian...(+)
(Decade Series
Play-Along).
Composed by Various. For
Piano/Vocal/Guitar.
Piano/Vocal/Guitar
Songbook.
Softcover Audio Online.
352
pages. Published by Hal
Leonard
Composed
by Michael Boo. Sws. Bps.
Full score. 16 pages.
Duration 2:20. Carl
Fischer Music #BPS137F.
Published by Carl Fischer
Music (CF.BPS137F).
ISBN 9781491158494.
UPC: 680160917099. 9 x 12
inches.
Fanfare and
Jubilation is a Grade 1
work that is playable by
any beginning band with
any instrumentation due
to extensive doubling.
The mood is regal and
optimistic and is
non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldnat be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you donat have
access to Timpani or a
timpanist. Bells cover a
wide rangea|the lower
octave sections should
not be played louder just
because theyare low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
donat get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isnat plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldn't be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you don't have
access to Timpani or a
timpanist. Bells cover a
wide range...the lower
octave sections should
not be played louder just
because they're low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don't get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isn't plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion.Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue.Percussion accents
are to played with more
emphasis than
non-accented notes, but
shouldn’t be
perceived as being much
louder. Timpani is only
two pitches and is
optional. The piece will
not suffer at all if you
don’t have access
to Timpani or a
timpanist. Bells cover a
wide range…the
lower octave sections
should not be played
louder just because
they’re low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate.Think of
the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don’t get carried
away and give them more
emphasis than is
musically desired.At m.
21, be careful that the
bass line isn’t
plodding or
over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section.There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future.
Composed by
Michael Boo. Folio. Bps.
Set of Score and Parts.
4+4+2+4+4+2+2+3+2+2+2+4+4
+3+2+2+2+3+1+1+2+1+16
pages. Duration 2:20.
Carl Fischer Music
#BPS137. Published by
Carl Fischer Music
(CF.BPS137).
ISBN
9781491158487. UPC:
680160917082. 9 x 12
inches.
Fanfare and
Jubilation is a Grade 1
work that is playable by
any beginning band with
any instrumentation due
to extensive doubling.
The mood is regal and
optimistic and is
non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldnat be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you donat have
access to Timpani or a
timpanist. Bells cover a
wide rangea|the lower
octave sections should
not be played louder just
because theyare low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
donat get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isnat plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion. Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue. Percussion
accents are to played
with more emphasis than
non-accented notes, but
shouldn't be perceived as
being much louder.
Timpani is only two
pitches and is optional.
The piece will not suffer
at all if you don't have
access to Timpani or a
timpanist. Bells cover a
wide range...the lower
octave sections should
not be played louder just
because they're low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate. Think
of the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don't get carried away
and give them more
emphasis than is
musically desired. At m.
21, be careful that the
bass line isn't plodding
or over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section. There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future. Fanfare
and Jubilation is a Grade
1 work that is playable
by any beginning band
with any instrumentation
due to extensive
doubling. The mood is
regal and optimistic and
is non-programmatic,
conveying no picturesque
image or storyline. It is
appropriate for any
occasion.Accents are to
be emphasized more than
non-accented notes, but
are not to be hammered
hard. Stress that
accented notes are to be
played with the same good
tone as the other notes
and that pitches should
not suffer from the
additional emphasis.
Think of the accents as
more of an additional
emphasis from the air
column and not the
tongue.Percussion accents
are to played with more
emphasis than
non-accented notes, but
shouldn’t be
perceived as being much
louder. Timpani is only
two pitches and is
optional. The piece will
not suffer at all if you
don’t have access
to Timpani or a
timpanist. Bells cover a
wide range…the
lower octave sections
should not be played
louder just because
they’re low
pitched, as those notes
will still be
appropriately heard while
supporting the melody. Do
not use brass mallets.
Balter 10 Phenolic
mallets or equivalent
(such as clear Balter
Lexan or white Medium
Hard Poly models) are
most appropriate.Think of
the m. 10 accented
quarter notes tied to the
half notes (and similar
later examples) as being
akin to Horn rips in a
Hollywood movie. They are
to be emphasized slightly
but should not be
blaring. Even though they
are the only things
happening on counts 2 and
3, care must be given
that the young players
don’t get carried
away and give them more
emphasis than is
musically desired.At m.
21, be careful that the
bass line isn’t
plodding or
over-emphasized due to
the accents. Those
players should be aware
of the sudden drop in
volume and lack of
accents at m. 25.
Attention to sudden
dynamic shifts will add
interest to the piece and
present a more musical
performance. Throughout
this entire section, try
to get all winds to
sustain a single breath
through four bars until
the breath marks. If they
are unable to do so,
please explain the
concept of staggered
breathing between members
of their section.There
may be a tendency among
the players to blast out
m. 57 to the end. Notes
should have more power
than the section from mm.
21-56, but are still to
be approached musically.
Explaining such concepts
during their early
musical development will
go far in helping them
develop good traits that
will pay off dividends in
the future.
By Bob Dylan. By Bob Dylan. Arranged by Don Giller and Ed Lozano. Music Sales Am...(+)
By Bob Dylan. By Bob
Dylan. Arranged by Don
Giller and Ed Lozano.
Music Sales America.
Folk, Pop, Rock.
Softcover. Composed 2016.
788 pages. Music Sales
#AM978923. Published by
Music Sale
Choral Cello, Piano, SATB chorus SKU: CF.CM9714 Composed by Z. Randall St...(+)
Choral Cello, Piano, SATB
chorus
SKU:
CF.CM9714
Composed by
Z. Randall Stroope. 16
pages. Duration 4
minutes, 48 seconds. Carl
Fischer Music #CM9714.
Published by Carl Fischer
Music (CF.CM9714).
ISBN 9781491160329.
UPC: 680160918904. Key: F
major. English. Robert
Frost.
About the
work ... Few American
poems are as well known
as The Road Not Taken.
Robert Frost, the author,
is an international icon,
not unlike Pablo Picasso,
Winston Churchill or Mark
Twain in their own
disciplines.The poem is
full of contradictions
and quirks of form and
structure. Perhaps that
illusiveness is part of
the poem's intrigue. But
beyond all of the
literary devices that
only a few scholars may
fully appreciate, this
poem has taken on a sort
of fanfare for the common
person credo - a
challenge to
individualism, stepping
out on one's own, and
breaking the mold out of
sheer determination if
nothing else. Frost
connects to the core of
the human spirit in just
a few stanzas using the
analogy of a fork in a
road. The message super
cedes geography, culture,
race or creed. Rather, it
is part of the DNA of
most every person on the
planet - the inner desire
to feel empowered to
create one's own destiny,
to forge a road not
taken, and ultimately in
doing so, to make a
difference. Rehearsal
notes ... Research
strongly suggests that
there is a direct
connection between the
first rehearsal and the
performance. First
impressions last. I find
it helpful to immediately
lock three concepts into
place - mechanics
(notes/rhythms),
text/phrasing (intent and
motivation) and color
(timbre). Performers need
to think musically from
the first reading forward
(first impression). The
cello is very much a
collaborative instrument
in this work, and should
be located in front of
the ensemble (not to
side). Lastly, let the
text speak. The simplest
melodic lines are often
the most exposed. Keep
the voices clear and
transparent, floating
over the top in softer
passages, and singing
with vibrancy and forward
focus throughout. Z.
Randall Stroope A
definitive recording was
made by the New American
Voices, with Randall
conducting. This can be
found on Spotify,
YouTube, his website
(www.zrstroope), and
other social media. About
the composer ... Z.
Randall Stroope is an
American composer and
conductor. His
composition teachers were
Normand Lockwood and
Cecil Effinger, both
students of the Nadia
Boulanger, the famous
French teacher (and
student of Gabriel
Faure). He is the
artistic director of two
international summer
music festivals, is an
Honorary Member of the
National Association of
Italian Choral Directors,
and has conducted in 25
countries. He has
directed over 40 times at
Carnegie Hall, and is a
frequent conductor at
other prestigious concert
venues. Randall has 190
published works, and his
music can be heard on
Spotify, YouTube and
other platforms,
including his website
(www.zrstroope.com). A
bout the work ...Few
American poems are as
well known as The Road
Not Taken. Robert Frost,
the author, is an
international icon, not
unlike Pablo Picasso,
Winston Churchill or Mark
Twain in their own
disciplines.The poem is
full of contradictions
and quirks of form and
structure. Perhaps that
illusiveness is part of
the poem's intrigue. But
beyond all of the
literary devices that
only a few scholars may
fully appreciate, this
poem has taken on a sort
of fanfare for the common
person credo - a
challenge to
individualism, stepping
out on one's own, and
breaking the mold out of
sheer determination if
nothing else. Frost
connects to the core of
the human spirit in just
a few stanzas using the
analogy of a fork in a
road. The message super
cedes geography, culture,
race or creed. Rather, it
is part of the DNA of
most every person on the
planet - the inner desire
to feel empowered to
create one's own destiny,
to forge a road not
taken, and ultimately in
doing so, to make a
difference.Rehearsal
notes ...Research
strongly suggests that
there is a direct
connection between the
first rehearsal and the
performance. First
impressions last. I find
it helpful to immediately
lock three concepts into
place - mechanics
(notes/rhythms),
text/phrasing (intent and
motivation) and color
(timbre). Performers need
to think musically from
the first reading forward
(first impression). The
cello is very much a
collaborative instrument
in this work, and should
be located in front of
the ensemble (not to
side). Lastly, let the
text speak. The simplest
melodic lines are often
the most exposed. Keep
the voices clear and
transparent, floating
over the top in softer
passages, and singing
with vibrancy and forward
focus throughout.Z.
Randall StroopeA
definitive recording was
made by the New American
Voices, with Randall
conducting. This can be
found on Spotify,
YouTube, his website
(www.zrstroope), and
other social media.About
the composer ...Z.
Randall Stroope is an
American composer and
conductor. His
composition teachers were
Normand Lockwood and
Cecil Effinger, both
students of the Nadia
Boulanger, the famous
French teacher (and
student of Gabriel
FaureÌ). He is the
artistic director of two
international summer
music festivals, is an
Honorary Member of the
National Association of
Italian Choral Directors,
and has conducted in 25
countries. He has
directed over 40 times at
Carnegie Hall, and is a
frequent conductor at
other prestigious concert
venues. Randall has 190
published works, and his
music can be heard on
Spotify, YouTube and
other platforms,
including his website
(www.zrstroope.com).
Guitar SKU: BT.MUSAM996996 Arranged by Russ Shipton. The Complete Guitar ...(+)
Guitar
SKU:
BT.MUSAM996996
Arranged by Russ Shipton.
The Complete Guitar
Player. Pop & Rock. Book
with CD. Wise
Publications
#MUSAM996996. Published
by Wise Publications
(BT.MUSAM996996).
ISBN
9781849380140.
English.
Th
e Complete Guitar
Player series
has taught hundreds of
thousands how to play and
the accompanying
songbooks have featured
hits by Paul Simon, Elvis
Presley, The Beatles,
John Denver and many
othertopartists.
N
ow these songbooks are
available in super value
omnibus editions like
this one. The songs are
still graded by ease of
playing and everything is
there... standard
notation, Guitar chord
boxes, full lyrics
andevenstrumming
patterns!
Over 180
great songs! Perfect for
all players and
singers!
The bonus
CD contains backing
tracks to 16 of the songs
in the book.
Instruments en Mib [Fake Book] - Intermédiaire Hal Leonard
Eb Instruments - Difficulty: easy-medium to medium Sixth Edition. Composed by Va...(+)
Eb Instruments -
Difficulty: easy-medium
to medium
Sixth Edition. Composed
by Various. Hal Leonard
Instrumental Fake Books.
Jazz. Fakebook (spiral
bound). With melody,
standard notation and
chord names. 428 pages.
Published by Hal Leonar
Instruments en Do [Fake Book] - Intermédiaire Hal Leonard
(Sixth Edition) For C instrument. Format: fakebook (spiral bound). With melody, ...(+)
(Sixth Edition) For C
instrument. Format:
fakebook (spiral bound).
With melody, standard
notation and chord names.
Jazz. Series: Hal Leonard
Instrumental Fake Books.
512 pages. 8.5x11 inches.
Published by Hal Leonard.
(Sixth Edition) Fakebook (spiral bound) for bass clef instrument. With melody, s...(+)
(Sixth Edition) Fakebook
(spiral bound) for bass
clef instrument. With
melody, standard notation
and chord names. Series:
Hal Leonard Instrumental
Fake Books. 462 pages.
Published by Hal Leonard.